The use of online videos is a common practice today amongst education professionals. Interactive features in videos are constantly evolving and a recent trend is the integration of interactive elements and web content into educational videos. The paper (a) provides a roadmap for using open source tools and open internet resources to develop a learning environment where video content is aggregated with interactive elements, educator content and content coming from the web, (b) describes how these open source tools are used for capturing and storing learner activity data, and, (c) presents findings obtained from analyzing learner activity data gathered in an educational setting during an academic year.

No abstract

No abstract

No abstract

Today, augmented reality (AR) applications are being used in many fields, such as advertising, entertainment, tourism, and education. Location-based augmented reality (AR) is a technology where interactive digital content is associated with real-world locations and their geo-based markers. The merging of the real-world environment with the digital content occurs when the user reaches these locations. Location-based AR applications are typically experienced using mobile devices with the ability to report the user’s location via GPS. These applications are increasingly used in education, since it has been shown that they positively affect student satisfaction and engagement. Furthermore, it is known in the literature that learner satisfaction and engagement increase when gamification and storytelling techniques are incorporated into the educational process. The aim of the study is to present two location-based, educational augmented-reality applications that utilize gamification and storytelling to provide cultural heritage knowledge about a prehistoric lake settlement. The study also aims to provide ideas and guidance to educators who wish to create applications that transform educational visits to archeological sites and museums into engaging augmented-reality experiences. Both applications underwent a preliminary evaluation using a sample of 71 higher-education students and a sample of 58 school students. The findings showed that the applications scored well in aspects such as ease of use, student satisfaction, and perceived educational usefulness.