Development of a Mobile Augmented Reality System to Facilitate Real-World Learning

Chin, Kai-Yi; Lee, Ko-Fong; Hsieh, Hsiang-Chin

doi:10.1007/978-981-10-0539-8_36

Cited by 4 publications

(7 citation statements)

References 16 publications

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“…However, designing mobile AR learning materials for geometry and algebra in primary education is still limited. Moreover, many instructors have difficulty developing mobile AR learning environments because they usually lack the related coding abilities or multimedia skills (Chin, Lee, & Hsieh, 2016; Saltan & Arslan, 2017). In this study, we used free mobile applications to develop mobile AR instructional materials and shared our experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course

Chen

2019

Journal of Educational Computing Research

151

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Motivation and math anxiety are crucial in performance and satisfaction, and augmented reality (AR) may be a useful tool in enhancing these factors because it provides users with interesting visual experiences. Since related empirical research is limited in investigating the effects of using free mobile AR apps integrating Keller’s ARCS (attention-relevance-confidence-satisfaction) motivation model on learning motivation, anxiety, and outcomes between students with different levels of anxiety in primary math education, this study investigated whether mobile AR differently affected learning, motivation, and math anxiety between students with high and low anxiety. The results showed that the AR group performed better than the non-AR group, and high-anxiety learners in the AR group outperformed in algebra and geometry. The AR group had higher motivation based on Keller’s ARCS model. The high-anxiety learners had higher confidence and satisfaction and lower anxiety when learning using mobile AR. The AR users were satisfied with ease of use, usefulness, playfulness, and benefit from exploration and hands-on experiences. Moreover, high-anxiety users in the AR group had higher perceptions of exploration, hands-on experiences, and playfulness. This study includes the participants’ experience in adopting mobile AR for their learning and discusses its constraints.

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Section: Literature Reviewmentioning

confidence: 99%

Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course

Chen

2019

Journal of Educational Computing Research

151

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“…For example, scanning significantly increased (from 16% to 27%), accounting for a quarter of the research in professional training. In this way, AR devices were equipped with a camera or webcam to scan the QR code to help students to acquire instructional content, such as texts, images, and videos [30,31]. Another artificial type, inputting by mouse and keyboard, also showed an increase since 2016 (from 5% to 12%).…”

Section: Input and Outputmentioning

confidence: 99%

“…In surgical training, the real-time changes in the operating environment were represented in videos for monitoring, and trainees' operating processes were also recorded by videos [37,38]. Furthermore, text was used as a scaffolding to assist students to complete training or learning in AR systems in engineering and other fields [22,30,39]. Moreover, data occurred in health and medicine, recording the operating time, smoothness of the AR simulator, and the needle position [25].…”

Section: Media Representationmentioning

confidence: 99%

“…Compared with trial-and-error, experiential learning focused on not only learners' behavioral performance and skills, but the cognitive aspect of professional training, such as learning by doing, transfer learning, and reflection [19]. In AR-supported professional training, learners interacted with the AR system, then completed a questionnaire about the acceptance and satisfaction of AR intervention, and even participated in an interview to reflect their learning experience [22,30,45].…”

Section: Media Representationmentioning

confidence: 99%

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Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

et al. 2022

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This study presents a systematic review of literature on the application of augmented reality (AR) in professional training contexts published between 2001 and 2020. A total of 49 articles were selected after a two-stage screening process, and key research findings were analyzed and synthesized using a coding scheme comprising five inter-related aspects: basic information, instructional contexts, technology features, instructional design, and research results. The review results depict the trend patterns in AR-supported professional training in terms of publication, research paradigm, and technological affordances, and report the contextual differences in AR pedagogies and instructional functions over time. Furthermore, a meta-analysis was conducted in the present study to examine the overall effectiveness of AR application in professional training, with the results indicating an overall small effect size (g = 0.268) and nine significant moderating factors. Informed by the review and meta-analysis results, a set of implications for facilitating and investigating AR-supported professional training are proposed and discussed.

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“…Then the application is able to retrieve and overlay the stored AR materials on top of the marker. AR materials that replace the marker on the screen may be playing a short video, 3D models, images, location in Google Maps, web page or any kind of educational multimedia [33,34], as in Fig.4.…”

Section: Marker-based Mar Technologymentioning

confidence: 99%

Architectural Education in the Era of Mobile Augmented Reality Technology

Hanna

2018

ERJ. Engineering Research Journal

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Humanity has witnessed a series of revolutions that transformed history. Today, the world lives in the era of technological revolution seen in scientific knowledge and the optimal utilization of the information influx. Technological development has swept across all societies into the everyday life, especially that of youths who are fascinated by anything new. Technology has become a fundamental aspect, it is difficult to disregard it due to the facilities and benefits that offers in all areas of life; especially education. As much as it has affected education, it did similarly to architectural education. Although technology has revolutionized education in many countries of the world, in local practice to the present, there are ways of architectural education and teaching used traditional methods that no longer fitting the digital age or modern learner/ teacher thinking in that era, it is an obstacle to the development of education. In addition, architectural education lacks the on-the-job training that helps students understand the environment and practice the profession effectively after graduation. In fact, many different technologies have been integrated in the global educational arena that provide opportunities to design an attractive learning environment. One of these technologies is the use of Augmented Reality (AR) on mobile devices on a large scale. It is one of the latest technologies that provide a new educational method due to the popularity of mobile devices. It is also a new educational model to generate greater self-learning capacity on the student"s part. This study focuses on assessing the integration of mobile augmented reality (MAR) technology in architectural education by presenting some global applications. First, to explore their potential in architectural education. Second, study the impact of their application in some architectural courses on both ends of the educational process: the student and the university educators. Finally, to complete the vision, the difficulties of use are examined. Then study their applicability in the local reality. The study concludes with the most important research findings and proposed recommendations.

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Development of a Mobile Augmented Reality System to Facilitate Real-World Learning

Cited by 4 publications

References 16 publications

Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course

Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course

Augmented Reality in Professional Training: A Review of the Literature from 2001 to 2020

Architectural Education in the Era of Mobile Augmented Reality Technology

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