Augmented reality mobile application to improve the astronomy teaching-learning process

Beltozar-Clemente, Saul; Sierra-Liñan, Fernando; Zapata-Paulini, Joselyn; Cabanillas-Carbonell, Michael

doi:10.25082/amler.2022.02.015

Cited by 12 publications

(13 citation statements)

References 21 publications

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“…For this reason, some studies have utilized gaming models in education as a means to address issues in educational interactions [2]. A study by Research [33] that aimed to introduce plants using augmented reality technology tools did not produce significant changes, while research [34][35] showed a significant effect. VR is widely utilized in the field of education, and the trend of its use is increasing.…”

Section: General Purpose and Specific Purpose Of Researchmentioning

confidence: 99%

Application of Gamification Models with Virtual Reality for Learning Plant Cultivation Techniques

Suhendi,

Norhanifah Murli

2024

Int. J. Interact. Mob. Technol.

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The aim of this research is to assess the effectiveness of implementing gamification models with virtual reality (VR) for plant cultivation techniques in constructing hydroponic circuits. The purpose of this study is to examine the significant differences in effectiveness between the control group and the intervention group when using gamification with virtual reality. The data used consists of test results from 50 respondents, divided into two groups: a control group of 25 students and an intervention group of 25 students. The trial was divided into two different groups. Group 1, the control group, received conventional treatment, which involved lecturers explaining the assembly of hydroponic circuits in class, followed by students practicing the assembly. Group 2, the intervention group, received self-learning treatment that involved the practice of assembling hydroponic circuits using a gamification model with VR. An independent t-test was conducted to determine whether there was a significant effect of applying plant cultivation techniques on assembling hydroponic circuits. The results of the t-test revealed a significant effect of applying the gamification model with VR compared to the conventional model. The application of the gamification model with VR to assemble hydroponic circuits has shown significant effectiveness, with an N-Gain value of 62.47%, whereas the conventional treatment has demonstrated lower effectiveness, with an N-Gain value of 28.24%.

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Section: General Purpose and Specific Purpose Of Researchmentioning

confidence: 99%

Application of Gamification Models with Virtual Reality for Learning Plant Cultivation Techniques

Suhendi,

Norhanifah Murli

2024

Int. J. Interact. Mob. Technol.

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“…Augmented Reality (AR) is a new form of experience that consists of digital content of two-dimensional and three-dimensional objects enhanced by video, audio and text files, up to information of scent and touch that help the user to understand better what is happening around him (Beltozar-Clemente et al, 2022;Yuen et al, 2011). Caudell & Mizell (1992) define augmented Reality (AR) as the type of technology that "augments" the information of the environment that the user sees, while Klopfel & Squire (2008) define it as "a situation where the content of reality is covered dynamically with virtual elements using physical space".…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Using an augmented reality application for teaching plant parts: A case study in 1ˢᵗ-grade primary school students

Antoniadi

2023

Adv. Mobile Learn. Educ. Res.

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The rapid development of augmented reality (AR) applications has led to wide adoption in education, acting as a supporting tool to increase the transmitted information. However, children need to improve their knowledge of plants, their categories, their conceptual framework as well as the human relationship with them. This research studies the learning outcomes of a plant-themed augmented reality mobile application and its key features designed for 1st graders of primary school. The results of the research showed that there was no statistically significant improvement between the experimental group and the control group.

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“…Due to its immersive nature as well as its detailed and interactive digital representations, augmented reality can create interesting and enjoyable learning experiences suitable for preschool and primary education students (Albayrak & Yilmaz, 2022;Koca et al, 2019;Nincarean et al, 2019;Syahidi et al, 2019). Additionally, it can promote students' creativity and imagination (Huang et al, 2016), attract their interest and positively support peer relationships (Bilgin & Kala, 2022) which, in turn, can further amplify students' learning outcomes (Beltozar-Clemente et al, 2022;Lampropoulos, 2023b). Studies have highlighted the suitability of augmented reality to be integrated and support educational processes and the potential to further increase students' attention, knowledge acquisition, comprehension, and motivation when compared to using only traditional methods of learning (Aydogdu, 2022;Gecu-Parmaksiz & Delialioglu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

Lampropoulos

2024

Adv. Mobile Learn. Educ. Res.

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Augmented reality has the potential to transform and enrich Natural Sciences education. This is particularly true in preschool and primary education. This study aims to provide a literature review regarding the use of augmented reality in preschool and primary education to teach and learn Natural Sciences, Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics. A total of 63 related studies are examined. Based on the results, augmented reality emerged as a valuable and effective educational tool that can improve teaching and learning of Natural Sciences and its branches (e.g., Astronomy, Biology, Chemistry, Earth and Environmental sciences, and Physics) in kindergarten and elementary schools. Students, teachers, and parents expressed positive attitudes and emotions about the use of augmented reality in education. Students that learned through augmented reality applications achieved better learning outcomes than those who learned through traditional means and methods. Specifically, augmented reality helped students acquire a deeper understanding of the concepts taught, improved their self-learning, and increased their engagement, motivation, comprehension, flow, and academic performance. Augmented reality can also help teachers provide lessons of high quality. Moreover, the ability of augmented reality to support both formal and informal learning was evident. Augmented reality also effectively supported collaborative learning, scaffolding, and experiential learning and enabled students to communicate and interact with their peers, surrounding environment, and digital content. Finally, augmented reality arose as an educational means that can improve students' ecological empathy as well as environmental consciousness and awareness. Based on the findings, implications and future research directions are provided.

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Augmented reality mobile application to improve the astronomy teaching-learning process

Cited by 12 publications

References 21 publications

Application of Gamification Models with Virtual Reality for Learning Plant Cultivation Techniques

Application of Gamification Models with Virtual Reality for Learning Plant Cultivation Techniques

Using an augmented reality application for teaching plant parts: A case study in 1ˢᵗ-grade primary school students

Teaching and learning natural sciences using augmented reality in preschool and primary education: A literature review

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