An Interactive Augmented Reality Graph Visualization for Chinese Painters

Li, Jingya; Wang, Zheng

doi:10.3390/electronics11152367

Cited by 9 publications

(3 citation statements)

References 40 publications

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“…Freiler (2008) recognised bodily experiences when constructing knowledge, which the pupils mirrored in this study by highlighting physical activity as a welcoming break from what they experience as sedentary activities in the classroom. The tasks given in the application contribute to the social environment and encourage bodily movements that promote communication, which Pezzulo et al (2013) and (Li & Wang, 2022) highlighted as an essential characteristic of embodied learning. The outdoor setting also naturally promotes collaboration among students.…”

Section: Pupils' Experiencesmentioning

confidence: 99%

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Stalheim,

Somby

2024

Smart Learn. Environ.

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There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils’ experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils’ learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils’ motivation, engagement and learning processes. More specifically, AR facilitated learners’ engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils’ joy of learning. Additionally, the pupils expressed that they enjoyed the application’s variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future.

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Section: Pupils' Experiencesmentioning

confidence: 99%

An embodied perspective on an augmented reality game in school: pupil's bodily experience toward learning

Stalheim,

Somby

2024

Smart Learn. Environ.

View full text Add to dashboard Cite

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“…With the tablet, iPad, and mobile phones being widely equipped by end users, many serious games running on these platforms are popular and reported in the literature. For example, a 3D visualization application is introduced to display node-link diagrams with mobile phones [12]. The effectiveness of four different VR/AR approaches including operating on HMD and mobile devices in Management Education are studied and compared [13].…”

Section: Related Workmentioning

confidence: 99%

Serious Game for VR Road Crossing in Special Needs Education

Tan

Huang

et al. 2022

Electronics

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Autism spectrum disorder (ASD) is a developmental disability that can impair communication, social skills, living skills, and learning capabilities. Learning approaches usually differ between mainstream schools and special needs schools, to cater for the different learning processes of children with ASD. Besides the traditional classroom-based education, alternative technology and methods are explored for special needs education. One method is to train children with ASD using Virtual Reality (VR) technologies. Many prior works show the effectiveness of VR-based learning with varying degrees of success. Some children with ASD may face challenges to gain independent living skills. Their parents or guardians have to expend a significant amount of effort in taking care of children with ASD. It will be very helpful if they can have a learning opportunity to gain such living skills. In this research, we develop a VR serious game to train children with ASD one of the basic living skills for road crossing safely. The VR serious game operates on multiple types of platforms, with various user interaction inputs including the Microsoft Kinect sensor, keyboard, mouse, and touch screen. The game design and methodology will be described in this paper. Experiments have been conducted to evaluate the learning effectiveness of the road crossing game, with very positive results achieved in the quiz and survey questionnaire after the gameplay.

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“…They also discuss the potential applications of the systems, such as in remote conferencing and virtual collaboration. • "An Interactive Augmented Reality Graph Visualization for Chinese Painters" [2]: This paper describes an interactive AR system that allows Chinese painters to explore and visualise complex graphs in an intuitive and immersive way. The authors discuss the design considerations that went into creating the system, such as the use of colour and motion to convey information, and provide detailed examples of how the system can be used in practice.…”

mentioning

confidence: 99%