Development of an Interactive Mobile Platform for Studying Radio Engineering Disciplines Using Augmented Reality Technology

Abstract

Currently, we are witnessing the active introduction of modern digital technologies in the field of education. One of the main reasons for this was the transition to distance learning due to the global COVID-19 pandemic. More and more virtual labs, virtual textbooks, as well as educational platforms that allow students to acquire the necessary skills and abilities remotely using the Internet, are being used in the educational process. The most promising educational platform is an interactive mobile learning platform. It has several advantages, among which one can especially single out the convenience of learning due to its interactivity and organization of the studied material. The application of augmented and virtual reality allows for increasing the effectiveness of classes. These technologies provide another level of interaction and material perception by students. However, VR and its high level of immersion require special equipment and more actions from the user while AR is cheaper and more affordable, but still interactive and has great visual aids. The aim of the paper is to demonstrate how augmented reality can be used for radio engineering disciplines on the example of an interactive mobile platform. This article discusses the process of developing a mobile platform that allows studying the material of radio engineering courses using augmented reality technology. The work also contains the results of a survey conducted among the students who used it as a part of their class activities. In addition, sections of the article contain a description of the project development process, its structure, international experience, and the conclusions.

Adventuring Physics: Integration of Adventure Game and Augmented Reality Based on Android in Physics Learning

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Effectiveness of Multimedia and Virtual Environments in Light of the Conflict Strategy to Reduce Misconceptions in Mathematics among First-Year University Students

“…The misunderstood mathematical concepts are determined for each member of the diagnostic sample by calculating the percentage of error for each concept included in the principles of mathematics course. These concepts are then diagnosed based on the criterion of 34% or more, which means that the percentage of students who answer the paragraph related to the topic is more than 34% of the total number of students [29].…”

“…According to Piaget, imbalance is the main catalyst for knowledge development, and he encourages students to experiment in order to achieve a new balance by assimilating knowledge [28]. The cognitive conflict strategy is implemented through steps in which the student is asked about a specific concept, and their answer is then received and interpreted individually [29]. In this activity, the student is given the opportunity to express their ideas about a concept in class, receive input from classmates, explore learners' perspectives on the concept, and discover alternative ways of understanding [30].…”

Retracted Article

“…A great deal of research has led to the fact that learning through games has a real and positive effect on students' learning and development, especially in some subjects such as Arabic, mathematics and science [11][12]. That children learn well when the question in mathematics is in the form of a puzzle in a game and they are mentally active through games, especially questions in mathematics that need counting and thinking [13][14][15][16]. Learning through games builds social ties between learners and creates links for communication and learning between them with ease [17 -20].…”