Evaluation of Augmented Reality Technology in the English Language Field

Silva, Manoela Milena Oliveira da; Roberto, Rafael; Teichrieb, Verônica

doi:10.5753/cbie.sbie.2015.577

Cited by 15 publications

(12 citation statements)

References 14 publications

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“…Mobile learning or, simply, m-learning is the didactic-pedagogical expression used to designate a new educational "paradigm" based on the use of mobile technologies [58]. Also, McGreal [55] adds that "m-learning happens in [50], [76], [17], [52], [51], [8], [28], [27], [64], [32], [37], [80], [62], [7], [31], [45], [18], [30], [20] Not mentioned [74], [70], [9] Situated learning [33], [67], [39] Cognitive theory of multimedia learning and cognitive load theory [42], [82] Cognitive load theory [73], [39] Learning styles theory [35], [38] Mobile learning context in which it is needed and relevant and is situated within the active cognitive processes of individual and groups of learners. " Thus, it takes advantage of the widely available mobile devices to provide access to learning anywhere and anytime, which changes many paradigms of traditional education.…”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

“…The most common way was the teacher(s), or in some cases, schools directors, working as consultants or curators. Teachers were consulted for different purposes, such Table 5 Technologies AR is combined with Study Reference AR Combination [50], [44], [42], [74], [71], [52], [64], [38], [32], [37], [69], [49], [80], [62], [7], [36], [9], [79], [48], [31], [8], [10], [45], [53], [18], [75], [19], [20], [51], [8], [77], [30], [82], [67], [70], [76] None [13] YouTube tutorial [27] Personal blogs [28] Digital sketching [17] Notes and texts provided by the teacher […”

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

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Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

et al. 2019

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Education has benefited from augmented reality's (AR) potential to promote interactive experiences both inside and outside the classroom. A systematic review was conducted on how AR's impact in the learning process has been evaluated. We selected papers from 2009 to 2017 in three databases, IEEE, ACM, and Science Direct, using an open-source crawler, and in one Brazilian Conference, SBIE. We followed the PRISMA protocol. Forty-five works were selected and used to extract data for our research. They were also analyzed according to quantitative and qualitative criteria. The results from all the papers are available in an online database. Results evidenced an increase in the number of papers evaluating the AR's impact in education. They also showed that AR has been applied in different areas and contexts. Most papers reported positive outcomes as a result of AR insertion. However, most studies lacked the involvement of the teacher and the use of multiple metrics to evaluate educational gains.

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Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

Section: Fig 4 Papers According To the Design Methodologymentioning

confidence: 99%

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

et al. 2019

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“…It might be assumed that the most promising technology amongst all emerging digital technologies that have the potential for leveraging the integral quality of education is augmented reality. Since the onset of its incorporation in education, AR has become a key contributor in revolutionizing the traditional pedagogical strategies in a way that led educationists to constantly investigate AR in diverse learning contexts (Bitter & Corral, 2014;Laine, 2018;Saltan & Arslan, 2017;Sampaio & Almeida, 2016;Shirazi & Behzadan, 2013;Silva, Roberto, & Teichrieb, 2015;Wu, Lee, Chang, & Liang, 2013). Most significantly, the multiple AR pedagogical components are essential in providing the structure through which educational settings can be drastically improved.…”

Section: Pedagogical Potentials Of Augmented Realitymentioning

confidence: 99%

The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework

Abdelmagid

2018

ASSRJ

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The concept of Augmented Reality (AR) technology has paved a new innovation in modern teaching methods as a creative tool for blended learning. Although there has been a robust literatures on augmented reality, educators and other stakeholders are unaware of the AR benefits even reluctant to take up concrete steps towards integrating AR into teaching and learning settings. This attitude requires more efforts by researchers to shed light on the affordances and capabilities of AR in educating the new generation students in today's schools. Therefore, this paper attempts to highlight the pedagogical potentials of AR technology in conjunction with Gagné ISD Model (1998). Thus, the guidelines of instructional practices and the quality of student learning are revisited. This paper will contribute to the theoretical aspect of integrating AR in teaching and learning effectively and efficiently. Further, a proposed model for teachers to employ various pedagogical strategies while using the instructional model of Gagné's Nine Events in AR-supported learning process will be presented. The present paper will adopt the analytical approach based on meta analysis by reviewing journal articles on using AR in education from a variety of sources such as Web of Science, ESCI indexes, and SCI-EXPANDED. For this review, a number of 28 articles, conducted between 2013 and 2018, on the use of AR in educational context were examined and reviewed.

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“…Silva, M., Rafael, R., and Teichrieb, V. (2015). Evaluation of augmented reality technology in the english language field.…”

Section: Referencesmentioning

confidence: 99%

“…Evaluating an educational system based on projective augmented reality. In Anais do XXIV Simpósio Brasileiro de Informática na Educação, pages 214-223.Silva, M., Rafael, R., and Teichrieb, V. (2015). Evaluation of augmented reality technology in the english language field.…”

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confidence: 99%

Evaluation of the Use of Augmented Reality tools in the Education Field

Silva¹

2017

Anais Dos Workshops Do VI Congresso Brasileiro De Informática Na Educação (CBIE 2017)

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Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work provides reflections about the challenges involved in the process of evaluating AR educational technologies. To better understand those issues, a systematic review was conducted aiming to identify how AR technology has been evaluated. Taking into account lessons learned from the review, a projective educational AR tool, especially designed to young children, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer and the use of multiple metrics. Results have shown that this tool offered different possibilities for language teaching to young children. The ARblocks contributed to student's learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process. ReferencesSilva, M., Rafael, R., and Teichrieb, V. (2013). Evaluating an educational system based on projective augmented reality. In Anais do XXIV Simpósio Brasileiro de Informática na Educação, pages 214-223.Silva, M., Rafael, R., and Teichrieb, V. (2015). Evaluation of augmented reality technology in the english language field. In Anais do XXVI Simpósio Brasileiro de Informática na Educação.Silva, M. M. O., Roberto, R. A., Teichrieb, V., and Cavalcante, P. S. (2016). Towards the development of guidelines for educational evaluation of augmented reality tools.

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Evaluation of Augmented Reality Technology in the English Language Field

Cited by 15 publications

References 14 publications

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

Perspectives on how to evaluate augmented reality technology tools for education: a systematic review

The Pedagogical Potentials of Integrating Augmented Reality: Revisiting Gagné ISD Framework

Evaluation of the Use of Augmented Reality tools in the Education Field

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