Augmented reality implementation as reinforcement tool for public textbooks education in Ecuador

Paredes-Velastegui, D.; Lluma-Noboa, A.; Olmedo-Vizueta, Diana; Avila-Pesántez, Diego; Hernandez-Ambato, Jorge

doi:10.1109/educon.2018.8363372

Cited by 10 publications

(11 citation statements)

References 14 publications

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“…On the other hand, the target groups resulting from the systematic review have been the 10 and 11th grade courses, which form the ages of 15–17 years (Paredes-Velastegui et al, 2018 ; Cen et al, 2020 ; Moreno-Guerrero et al, 2020 ; Koç et al, 2021 ; Lin et al, 2021 ). This shows that researchers seek to work with students who have the highest ages within the stage, the main reason being the high degree of disinterest that is reflected in that age group (Amores-Valencia and De-Casas-Moreno, 2019 ; González-Valenzuela and Martín Ruiz, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, the results of this systematic review reflect that almost half of the investigations have used smartphones as a technological device. The main reason is that the students were in possession of one, giving them the opportunity to develop the activities designed individually, without the need to share devices (Paredes-Velastegui et al, 2018 ; Hsieh and Chen, 2019 ; Cen et al, 2020 ; Moreno-Guerrero et al, 2020 ; Koç et al, 2021 ; Tarng et al, 2021 ). This great inconvenience has been duly notified together with the problems of time availability in the Computer Classrooms and the Internet connection (Lin et al, 2015 ; Wang et al, 2017 ; Chen and Chen, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“…In this sense, the development of own applications has prevailed, where it has been particularized according to the students who were going to develop each investigation. In this way, several aspects have been considered, such as their age, language and cognitive and sensory capacity (Wei et al, 2015 ; Paredes-Velastegui et al, 2018 ; Hsieh and Chen, 2019 ; Cen et al, 2020 ). It is important to highlight that the rest of the investigations, even having used a commercial application, have prepared the educational activities based on their own students.…”

Section: Discussionmentioning

confidence: 99%

“…However, teachers have been immersed in some activities design processes, corroborating the inclusion of skills and learning standards appropriate to the subject and the educational context. Therefore, the professors who work day by day with the students who have undergone this research have played the role of guide and content designer, taking into account parameters of creativity and innovation (Wei et al, 2015 ; Wang et al, 2017 ; Chen and Chen, 2018 ; Paredes-Velastegui et al, 2018 ; Chen et al, 2020 ; Moreno-Guerrero et al, 2020 ). Likewise, the students have not been involved in the design process of the activities, however, they have developed an active, participatory and collaborative attitude.…”

Section: Discussionmentioning

confidence: 99%

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Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review

2022

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The recent technologies rise today as a tool of significant importance today, especially in the educational context. In this sense, Augmented Reality (AR) is a technology that is achieving a greater presence in educational centers in the last decade. However, Augmented Reality has not been explored in depth at the Secondary Education stage. Due to this, it is essential to analyze and concentrate the scientific research developed around this educational technology at that stage. Therefore, the aim of this research is to describe the influence that Augmented Reality shows on the motivation and academic performance of students in the Secondary Education stage. In relation to the methodology, a systematic review of the literature has been conducted using the Kitchenham protocol, where several factors have been analyzed, such as subjects, activities, and electronic implementation devices, together with the effects on motivation and student's academic performance. The Scopus and Web of Science (WoS) databases have been used to search for scientific papers, with a total of 344 investigations being analyzed between 2012 and 2022. The methodological stages considered were the formulation of research questions, the choice of data sources, search strategies, inclusion and exclusion criteria and quality assessment, and finally, data extraction and synthesis. The results obtained have shown that the use of AR in the classroom provides higher levels of motivation, reflected by factors such as attention, relevance, confidence, and satisfaction, and reflects better results in the tests carried out on the experimental groups compared to the control groups, which means an improvement in the academic performance of students. These results supply a fundamental theoretical basis, where the different teachers should be supported for the incorporation of AR in the classroom, since how this educational technology has been shown offers great opportunities. Likewise, the development of research in areas not so addressed can further clarify the generality of AR based on its influence on learning. In addition, the fields of natural sciences and logical-mathematical have been the most addressed, managing to implement their contents through object modeling. In short, this research highlights the importance of incorporating Augmented Reality into all areas and educational stages, since it is a significant improvement in the teaching and learning process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review

2022

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“…ese advantages are used in science learning to explain various phenomena more fully. It is impossible to write in a book to increase the immersion when understanding phenomena [35,36]. Studies on AR in science learning show promising results for improving competence in critical thinking and collaboration skills.…”

Section: E Used Ar For Learningmentioning

confidence: 99%

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Sulisworo

Drusmin

Kusumaningtyas

et al. 2021

Education Research International

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During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today’s world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers’ behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program’s implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.

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Augmented Reality Based Visual Dictionary for Elementary Students

Bagade

Lidhu

Manral

et al. 2019

Sustainable Communication Networks and Application

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Augmented reality implementation as reinforcement tool for public textbooks education in Ecuador

Cited by 10 publications

References 14 publications

Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review

Influence of motivation and academic performance in the use of Augmented Reality in education. A systematic review

The Science Teachers’ Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

Augmented Reality Based Visual Dictionary for Elementary Students

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