ARSC: Augmented Reality Student Card

Sayed, Neven A. M. El; Zayed, Hala H.; Sharawy, Mohamed I.

doi:10.1109/icenco.2010.5720437

Cited by 23 publications

(11 citation statements)

References 5 publications

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“…So‐called marker‐based AR applications use predefined markers (eg, images, signs, etc) to anchor the location where a 3D model should be projected. With the help of a device’s camera function, the AR application is able to recognize the corresponding marker and overlays the predefined and interactable 3D model on its location (El Sayed, Zayed, & Sharawy, ; Pence, ). Figure shows three marker‐based AR representations, developed by the author.…”

Section: Augmented Reality In Educational Contextsmentioning

confidence: 99%

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Habig¹

2019

Brit J Educational Tech

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Section: Augmented Reality In Educational Contextsmentioning

confidence: 99%

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Habig¹

2019

Brit J Educational Tech

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“…The multi‐user collaborative activities can be implemented with AR app and marker‐based or geo‐location‐based information provided via app with specific activities, quizzes, inside the app objects manipulations and interactions. The efficiency of an AR learning app should include entertaining contents, interactivity media (for example, video, audio, external sources of information), attractive design for primary grade, simulations, explanations of the STEM subjects, games (El Sayed et al, 2010; Lytridis et al, 2018; Su, 2019).…”

Section: Resultsmentioning

confidence: 99%

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Yegorina¹,

Armstrong²,

Kravtsov

et al. 2021

Review of Education

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Augmented reality (AR) technology has been gaining a meaningful position in the education sector with multiple subjects’ application to support teaching and learning experiences. Thanks to the advancement of hardware and technological platforms it is becoming easier to adopt AR technology at schools. This study represents a systematic literature review of AR application in the area of science, technology, engineering and mathematics (STEM) education at primary school level with the focus on collaborative and gamified practices applied to mobile application for geometry and geography subjects. The main objective of this paper is to investigate and analyse the main characteristics and state of the art of the AR STEM gamified collaborative applications for geometry and geography in primary education and their efficiency on the teaching and learning process. This study performs qualitative analysis of the content of 97 articles that provide an overview of the relevant mobile applications for this systematic literature review, book chapters and conference articles published from 2010 to 2021. The main contribution of this article is in the area of in‐app augmented collaborative experiences in geometry and geography learning in primary grades for further research and technology development. In addition, an extensive analysis of the existing AR mobile applications from peer reviewed articles for the above‐mentioned subjects is provided in a comparative table.

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“…There are different studies in the literature showing that the correct use of AR can have positive effects in collaborative experiences and social integration [5] [6]. AR is useful in enhancing student motivation through an attractive and functional learning environment [7] and can make learning a more engaging activity [8]. AR supports "learning by doing" [9], i.e.…”

Section: Introductionmentioning

confidence: 99%

Integrating xAPI in AR applications for Positive Behaviour Intervention and Support

Farella

Arrigo

Chiazzese

et al. 2021

2021 International Conference on Advanced Learning Technologies (ICALT)

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The spread of new technologies like Augmented Reality and recent technological developments, provide innovative techniques and tools that show increasing potential in education. In this paper we will showcase the work implemented within the Horizon 2020 European project ARETE (Augmented Reality Interactive Educational System). One of the pilots of this project aims to investigate for the first time the introduction of AR to support a behavioral lesson in schools where Positive Behaviour Intervention and Support (PBIS) methodology is adopted. In particular, we present the study conducted to track user interactions with augmented reality objects through the use of the Experience API standard.

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ARSC: Augmented Reality Student Card

Cited by 23 publications

References 5 publications

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Integrating xAPI in AR applications for Positive Behaviour Intervention and Support

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