Augmented reality reading support in higher education: Exploring effects on perceived motivation and confidence in comprehension for struggling readers in higher education

Huisinga, Laura

doi:10.31274/etd-180810-5151

Cited by 7 publications

(7 citation statements)

References 34 publications

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“…Sinha [27] discussed the role of AR application in Higher Education Learning. Huisinga [99] explored in her dissertation the effects of using AR to support reading in higher Augmented Reality In Technology-Enhanced Learning: Systematic Review 2011-2021 50 education Stojšić et al [28] discussed students' attitudes toward using MAR in higher education focusing on augmented textbooks. Moreover, AR is started to be used in the University environments such as Technical University [59], King Faisal University [29], FuJen University [30], Comenius University [31], Taiwanese University [32], Massachusetts Institute of Technology (MIT) and Harvard University [60].…”

Section: Rq2: How Ar Is Used In Different Levels Of Education?mentioning

confidence: 99%

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Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

Tolba

Elarif

Taha

2022

IJICIS

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Section: Rq2: How Ar Is Used In Different Levels Of Education?mentioning

confidence: 99%

“…[94][95][96][97][98][99][100][101] Thesis about AR in Education [89][90][91][92][93]. Book chapters that discuss using AR technology in Education.…”

mentioning

confidence: 99%

Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

Tolba

Elarif

Taha

2022

IJICIS

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“…In scaffolding methodology for multimedia, the technology fades away as the student completes the tasks and slowly becomes more independent. This process is a key aspect in aiding learning success (Chen et al, 2003;Hill & Hannafin, 2001;Huisinga, 2017;Marchand-Martella et al, 2013). If we select several tasks that are conducive to learning the skill (i.e., electrical circuitry), it follows that after each task, based on the student's performance-whether each step was completed correctly or not-we can re-calculate the student's knowledge space.…”

Section: Design Microskills In An Ar Environmentmentioning

confidence: 99%

Towards modeling of human skilling for electrical circuitry using augmented reality applications

Villanueva

Liu

Kitaguchi

et al. 2021

Int J Educ Technol High Educ

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Augmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

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“…A study by Huisinga (2017) used Augmentation Reality technology to help weaker students by giving them motivation to master reading skills through the Augmentation Reality platform. This mixed methodology study, which used questionnaire instruments and focus group interviews, found that students who are weak as well as students who are moderate in reading skills can be helped by the implementation of Augmented Reality as a support material for reading proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

ARabic-Kafa: Design and development of educational material for arabic vocabulary with augmented reality technology

Daud

Ghani

Rahman

et al. 2021

JLLS

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This research focuses on the production and creation of educational materials for Arabic vocabulary learning using Augmented Reality Technology, namely ARabic-Kafa, which can support both teachers and students. The Marker Based Tracking tool is used in this Augmented Reality application. This method was employed because it can read objects and then display 3-dimensional (3D) virtual objects. The first step in resolving this issue is to create animations through the blender application, choose the image to be utilised as a Marker, and finally, export it to Vuforia to form an Augmented Reality app. The mobile app of Augmented Reality-based educational media is the product of this research. A series of testing were employed and a minimum distance for displaying a 3D object is 10 cm, and the minimum angle 30° to 90° to view 3D objects. The rotation marker's output effectively shows every aspect of the 3D object. Furthermore, the audio pronunciations can be played effortlessly.

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Augmented reality reading support in higher education: Exploring effects on perceived motivation and confidence in comprehension for struggling readers in higher education

Cited by 7 publications

References 34 publications

Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

Augmented Reality in Technology-Enhanced Learning: Systematic Review 2011-2021

Towards modeling of human skilling for electrical circuitry using augmented reality applications

ARabic-Kafa: Design and development of educational material for arabic vocabulary with augmented reality technology

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