Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Fonseca, David; Valls, Francesc; Redondo, Ernest; Villagrasa, Sergi

doi:10.1016/j.chb.2015.05.032

Cited by 70 publications

(42 citation statements)

References 36 publications

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“…Laddering Assessment (Fonseca et al, 2016), 5-Stage Learning Strategy (Chiang et al, 2014b), Interaction Analysis Model (IAM) (Chiang et al, 2014b), Sense of place (SOP) (Chang et al, 2015), Behavioral avoidance test (BAT) (Botella et al, 2011), Fear of spiders questionnaire (FSQ) (Botella et al, 2011), Spider phobia beliefs questionnaire (SPBQ) (Botella et al, 2011), Anxiety Disorders Interview Schedule (ADIS-IV) (Botella et al, 2011), Human-guidance-only model (Huang et al, 2016), Eco-discovery AR-based learning model (EDALM) (Huang et al, 2016), Emotion self-assessment questionnaire (Huang et al, 2016), Experiential activity questionnaire (Huang et al, 2016), Quantitative Content Analysis (QCA) (Lin et al, 2013), Cognitive Load Questionnaire (Hsu, 2017), Foreign Language Classroom Anxiety Scale (FLCAS) (Hsu, 2017), System Usability Questionnaire (Frank and Kapila, 2017), ISO 9241-11 (Fonseca et al, 2014), and Embedded Figures Test (EFT) (Ho et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

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How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

Herpich¹,

Nunes²,

Petri³

et al. 2019

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Mobile Augmented Reality (MAR) approaches have been applied as an instructional strategy in educational contexts. In this respect, it is important to identify how these approaches have been developed and evaluated with the purpose to identify their quality and benefits. The goal of this article is to identify the state-of-the-art on how the MAR has been used for educational purposes. Therefore, we performed a systematic literature review with a sample of 57 articles. Based on the selected studies, we analysed which knowledge areas the MAR approaches are used in the educational contexts. We also analysed how the approaches have been developed, and evaluated. As a result, we identify that the technical requirements used in the development of the MAR approaches are defined based on the expertise of the development team. Most evaluations are carried out without an appropriate scientific rigor in terms of research design. This shows that there is a need to more consistent and uniform patterns in terms of methods for systematically develop and evaluation of MAR approaches. And, thus, obtain valid results that can be used as a basis for a decision on the application of such approaches and/or their continuous improvement for educational purposes.

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Section: Resultsmentioning

confidence: 99%

“…including the analysis of the students' profile (3 studies) (Fonseca et al, 2014;Akçayir et al, 2016;Fonseca et al, 2016), attitude (Akçayir et al, 2016), and behavior , student self-report and eye tracking (Harley et al, 2016).…”

Section: Resultsmentioning

confidence: 99%

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

Herpich¹,

Nunes²,

Petri³

et al. 2019

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“…[39] Mobile pedestrian navigation [29] Virtual Reality and Digital Sketching using Hybrid Models (DS/HM) [35] Web-based simulation environment as problematic contents to teach [82] or to review or modify tests [36,67,82]. Seven studies involved the teachers as evaluators of student outputs.…”

Section: ] Roboticsmentioning

confidence: 99%

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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“…Usually, most educational systems are designed in a regulated manner, i.e. within an educational environment and a formal student training [10]. However, in recent decades, there have been studies and research that emphasize the importance of other forms of education away from schools, regardless of the level [2,13,15].…”

Section: Urbanism: Formal Vs Informal Educationmentioning

confidence: 99%

Innovation in Urban Design Education

Sánchez-Sepúlveda

Fonseca

Calvo

et al. 2018

Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality

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How can we incorporate into our educational system the emerging technologies, new processes and new habits of society to improve public motivation, implication, and satisfaction in urban decision-making processes? New technology implementations in the teaching field largely extend to all types of levels and educational frameworks. However, these innovations require approval validation and evaluation by the final users. The premise is that the technology used in Virtual Reality (VR), is familiar to the Architecture students, which preview to work on specific parameters and outcome, and on the contrary, citizens with a profile not related to the field get more excited and perceive the technology as a more efficient tool. To prove this, we use a quantitative method to evaluate the satisfaction of citizens related and not related to the Architecture field. Using an interactive visualization process in a real environment, we obtained adequate feedback that allowed the optimization of this type of experiment in future iterations. The results show that the degree of satisfaction when using an advanced visualization technology was satisfactory with a differentiation between user's profiles. CCS CONCEPTS Human-centered computing → Virtual reality • Human-centered computing → Visualization design and evaluation methods → Software and its engineering → Virtual worlds training simulations

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Informal interactions in 3D education: Citizenship participation and assessment of virtual urban proposals

Cited by 70 publications

References 36 publications

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

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

Innovation in Urban Design Education

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