Educational Opportunities for Augmented Reality

Gandolfi, Enrico; Ferdig, Richard E.; Immel, Zachary

doi:10.1007/978-3-319-53803-7_112-1

Cited by 6 publications

(8 citation statements)

References 44 publications

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“…In addition to combining the real world with the virtual world, the AR is characterized by being registered in 3D and the interaction takes place in real time (Prendes, 2015), which implies that users must be able to trigger actions in the environment which is then modified by such actions. The application of AR in educational environments, despite its great potential (De Pedro and Martínez, 2012;Kato, 2011;Reinoso, 2012), has encountered difficulties especially due to its high cost (Gandolfi, 2018). However, it acquires an added value, as it happened with VR, due to the motivational factor (McEwen et al, 2014;Prendes, 2015) as it allows interactivity, play, experimentation and collaboration (González, 2013), in such a way that it reinforces learning and interest in learning (Reinoso, 2012;Terán, 2012).…”

Section: Virtual Reality and Augmented Reality In Education And Psych...mentioning

confidence: 99%

Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: A systematic review

Montoya-Rodríguez

Franco

Llerena

et al. 2022

J Intellect Disabil

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Virtual reality (VR) and augmented reality (AR) programs have proliferated significantly in recent years and they are finding their way into different educational and therapeutic purposes. This systematic review aims at analyzing the virtual reality and augmented reality programs designed to promote the development of social skills in individuals with intellectual disability. Searches were carried out in the Scopus, Science Direct, Springer and Web of Science databases in the period from 2005 to 2020. A total of six articles met the inclusion criteria. A descriptive data analysis was performed. The results show that the clinical profile of the individuals who participated in the interventions is diverse. It can be concluded that there is some scientific evidence that points to the usefulness of VR and AR in the development of intervention programs to improve the social skills of individuals diagnosed with developmental deficits. However, it is necessary to acknowledge methodological limitations such as the lack of control groups, follow-up measures and of generalization of the results.

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Section: Virtual Reality and Augmented Reality In Education And Psych...mentioning

confidence: 99%

Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: A systematic review

Montoya-Rodríguez

Franco

Llerena

et al. 2022

J Intellect Disabil

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“…AR has gained a growing interest among researchers during the past few years, especially in the field of education [8][9][10][11][12]. In particular, AR books, which combine physical books with the interactive potentials provided by digital media, constitute a playful and engaging way for enhancing teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

“…The Living Book consortium has reached out to European teachers to inform them about AR and other technological developments that could be utilized in schools to augment students' reading experience with rich media content. A main output of the project is the "Augmented Teacher" professional development course, which targets in-service teachers of upper primary and lower secondary school (ages [9][10][11][12][13][14][15]. Through a combination of open educational resources (OER) and involvement in professional learning activities, the course aims at strengthening the profile and competences of European teachers in effectively integrating the Living Book approach into their classroom activities.…”

Section: Introductionmentioning

confidence: 99%

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

et al. 2020

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Living Book—Augmenting Reading for Life, a three-year EU-funded Erasmus + project (September 2016–August 2019), exploited the affordances of augmented reality (AR) and other emerging technologies in order to address the underachievement of European youth in reading skills. The program developed an innovative approach that empowers teachers from upper primary and lower secondary schools (ages 9–15) to ‘augment’ students’ reading experiences through combining offline activities promoting reading literacy with online experiences of books’ ‘virtual augmentation’ and with social dynamics. Various professional learning activities were designed within the project, aimed at strengthening European teachers’ profile and competences in effectively integrating the Living Book approach into their classroom activities, and in dealing with diversified groups of learners, particularly pupils from disadvantaged backgrounds. Teachers also received training in how to involve parents, and particularly those from disadvantaged and/or migrant backgrounds, in proreading activities to back the overall Living Book strategy at home. The current article provides an overview of the main phases of the Living Book project implementation, and of the program’s key activities and outputs. It also outlines the content and structure of the ‘Augmented Teacher’ and ‘Augmented Parent-Trainer’ training courses developed within the project. Finally, it reports on the main insights gained from the pilot testing of the courses and the follow-up classroom experimentation that took place in the project partner countries.

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“…Despite general online tools such as file sharing and e-learning platforms being commonly adopted by the academics, many educational technologies were seldom used. They included the online technologies with benefits widely mentioned in the literature, such as augmented/virtual reality (Gandolfi et al , 2018), podcasting sharing (O’Callaghan et al , 2017) and MOOC (Wong, 2016). The academics’ feedback indicated that these specific online technologies with practical examples illustrating their use were at the top of their list for further professional development.…”

Section: Discussionmentioning

confidence: 99%

The professional development needs for the use of educational technology

Wong

2019

ITSE

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Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

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Educational Opportunities for Augmented Reality

Cited by 6 publications

References 44 publications

Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: A systematic review

Virtual reality and augmented reality as strategies for teaching social skills to individuals with intellectual disability: A systematic review

Teacher Training for ‘Augmented Reading’: The Living Book Approach and Initial Results

The professional development needs for the use of educational technology

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