Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

Alqarni, Turki

doi:10.33225/jbse/21.20.558

Cited by 16 publications

(11 citation statements)

References 64 publications

(74 reference statements)

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“…Based on the study carried out and the objectives obtained, we can conclude that AR technology has proven to be suitable for the special education environment, improving teaching and learning opportunities and educational success for students with educational needs. To ensure these results, appropriate teacher training is required [24]. In line with this, Sustainable Development Goal (SDG) 4 on education calls for ensuring inclusive and equitable quality education for all, mentioning the need for infrastructure and tools in line with the very principles of inclusion, where technology and digital competence are essential [48,49].…”

Section: Discussionmentioning

confidence: 99%

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

2022

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In recent years, interest in applying Augmented Reality technology as a teaching/learning resource in education has increased. However, few studies focus on the possibilities and challenges of these tools to support learners with educational needs. In this review, we aggregate the current knowledge of how Augmented Reality technologies are applicable and their impact on the learning of students with educational needs considering the above-mentioned factors. In total, 18 studies indexed in the Scopus and Web of Science databases were analysed. The main findings of this review provide the current state of Augmented Reality research in special education and show positive results in the learning of students with educational needs.

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Section: Discussionmentioning

confidence: 99%

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

2022

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“…This interactivity can enhance their grasp of physics principles. AR can simulate real-world physics phenomena, making it easier for pupils to apply theoretical knowledge to practical situations [6]. For instance, it can replicate physics experiments with no physical equipment.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Augmented Reality (AR) Supported Teaching Activities on Academic Success and Motivation to Learn Nuclear Physics among High School Pupils

Arymbekov

2024

IJIET

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The research aimed to investigate the impact of Augmented Reality (AR) supported teaching activities on pupils’ academic success and motivation to learn physics, and their attitudes towards AR applications. The study focused on the “Nuclear Physics” unit in high school physics courses and employed the “Solomon Four Group Model” to control both internal and external validity. The study involved 120 pupils from two different schools, with two experimental and two control groups randomly assigned. First experimental group and first control groups completed pre-test and post-test assessments, while the second experimental group and second control groups only completed the post-test. Over a nine-week period, the experimental groups were taught using mobile AR applications, while the control groups followed the curriculum’s planned activities. The data collection tools included the “Nuclear Physics Success Test” and the “Pupils’ Motivation to Physics Learning” scale. Novelty of the research is about comparing and contrasting virtual laboratory learning environments with augmented reality learning environments. The research findings indicated that teaching with AR applications had a significant impact on pupils’ academic success to learning physics. This suggests that teaching with AR applications is an effective educational approach to enhancing physics education among 11th-grade pupils. Despite the fact that virtual laboratories and augmented reality are both innovative technologies with the potential to enhance learning experiences, experimental research suggests augmented reality is more effective in developing pupils’ critical thinking skills in high school physics lessons than virtual laboratories.

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“…Otros estudios apuntan, asimismo que, a pesar de la diversidad del aula, las tecnologías inmersivas mejoraron el aprendizaje de los estudiantes independientemente de la existencia o no de NEE. También se apunta al papel de la AR como una tecnología sostenible adecuada, que puede fomentar la justicia social y cognitiva y la educación inclusiva, y capacitar a estudiantes igualmente preparados para un futuro dinámico y cambiante (Alqarni, 2021;Badilla-Quintana et al, 2020). Asimismo, es muy relevante la aplicación que puede tener la IA en el contexto educativo para la atención a la diversidad.…”

Section: Discusión Y Conclusionesunclassified

Análisis de la competencia digital en el futuro profesorado a través de un diseño mixto

Suelves¹,

Méndez²,

Ramón-Llín³

2022

Red

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Digital competence is not only a desirable skill for any citizen, but also a responsibility for the training of future teachers. Using a mixed methodology combining a questionnaire based on the Common Framework for Digital Competence in Teaching and open items, this paper aims to analyse the level of digital competence of 230 future teachers (Primary and Secondary Education), as well as to explore possible differences based on some basic variables. A study is also carried out on the perceived level of digital competence and the true level of digital competence, exploring, finally, the perceptions of the uses of technology in the educational environment. The results show that the level of digital competence is intermediate, with some differences being identified depending on the dimension (with the majority considering the area of security to be the most important), as well as some variables such as age or type of access to university. Similarly, there is a self-perception of competence that is higher than real skills. Finally, an eminently instrumental use of technology is perceived, which is assumed to be part of the digital society in which teaching work is carried out. La competencia digital es, al margen de una destreza deseable para cualquier ciudadano, una responsabilidad para la formación de los futuros docentes. Utilizando una metodología mixta en la que se combina un cuestionario basado en el Marco Común de Competencia Digital Docente e ítems de carácter abierto, este trabajo pretende analizar el nivel de competencia digital de 230 futuros docentes (Educación Primaria y Educación Secundaria), así como explorar posibles diferencias en base a algunas variables básicas. Asimismo, se realiza un estudio sobre el nivel de competencia digital percibida y el nivel de competencia digital real, explorando, por último, las percepciones de los usos de la tecnología en el ámbito educativo. Los resultados apuntan a que el nivel de competencia digital es intermedio, identificándose algunas diferencias en función de la dimensión (considerando de manera mayoritaria que el área de seguridad es la más importante), así como de algunas variables como la edad o el tipo de acceso a la Universidad. De igual manera, se constata una autopercepción de competencia mayor a las destrezas reales. Por último, se percibe un uso eminentemente instrumental de la tecnología, que se asume como parte de la sociedad digital en que se desarrolla la labor docente.

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Comparison of Augmented Reality and Conventional Teaching on Special Needs Students' Attitudes Towards Science and Their Learning Outcomes

Cited by 16 publications

References 64 publications

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

Use of Augmented Reality for Students with Educational Needs: A Systematic Review (2016–2021)

The Effect of Augmented Reality (AR) Supported Teaching Activities on Academic Success and Motivation to Learn Nuclear Physics among High School Pupils

Análisis de la competencia digital en el futuro profesorado a través de un diseño mixto

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