Learning Calculus with Augmented Reality and Virtual Environments

Herrera, Linda Margarita Medina; Abalo, Marlene Aguilar; Juárez-Ordóñez, Saúl

doi:10.1145/3369255.3369271

Cited by 7 publications

(6 citation statements)

References 5 publications

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“…[74] 442 mathematics students Same experimental results as reported by Ref. [73]. In addition, 442 mathematics students in the experimental group obtained 15 points more than the control group, and the percentage of students achieving the minimum spatial skills level required to pass the mathematics course increased 36%.…”

Section: Mathematics Education 450mentioning

confidence: 55%

“…Being n a virtual learning environment helped students to interact, collaboratively inquire, and investigate in accordance with their own interests pertaining to the real-world problems that they were resolving. [73] 1229 engineering students The mean final grade of students increased from 77 to 84 (maximum 100 points). And the percentage of failure has gone from 20% to 5%.…”

Section: Mathematics Education 450mentioning

confidence: 99%

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Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review

Lai

Cheong

2022

IEEE Access

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Augmented reality and virtual reality, collectively called Extended Reality (XR), has made substantial strides in the education sector in both theory and practice. Existing active research focuses on implementation by educators to teach real-world phenomena, and for students to learn through an immersive experience. This article surveys existing research in XR with special focus on the implications of immersive extended realities for teaching and learning engineering mathematics in institutes of higher learning. We also survey various interactive multimedia associated with XR before examining the implications of XR as an educational tool for existing mathematics pedagogy. Finally, the contribution of this scoping review is to provide an adaptable framework on XR implementation for educators, and potential academic advances for researchers.

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Section: Mathematics Education 450mentioning

confidence: 55%

Section: Mathematics Education 450mentioning

confidence: 99%

Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review

Lai

Cheong

2022

IEEE Access

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“…En esta sección se presentan los resultados obtenidos del análisis a los 42 estudios primarios seleccionados, de las cuatro bases de datos; 10 son ACM [15][16][17][18][19][20][21][22][23][24], 19 de Elsevier [25][26][27][28][29][30][31][32][33][34][35][36][37][38][39][40][41][42][43], 9 de IEEE [44-52] y 4 de Springer [53][54][55][56]. Los hallazgos nos han permitido tener un panorama general del uso de la tecnología de RA en iniciativas educativas.…”

Section: Resultados De La Revisiónunclassified

Intervención de la Tecnología de Realidad Aumentada en la Educación: Una Revisión Sistemática de la Literatura

Jiménez¹,

Martínez²,

Vera³

2020

TERC

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Los autores presentan los hallazgos de realizar una Revisión Sistemática de la Literatura en torno a iniciativas educativas que incorporan la tecnología de Realidad Aumentada (RA). Sin lugar a dudas, la RA es una tecnología emergente que ha tomado popularidad en las últimas dos décadas, ya que permite combinar en tiempo real objetos del mundo real con objetos digitales a través de diferentes soportes tecnológicos, creando de esta manera una nueva realidad con la que el estudiante puede interactuar y aprender. De los hallazgos, es posible destacar que: (1) la mitad de los estudios han sido aplicados en el nivel superior, (2) poco más de tres cuartas partes son iniciativas que sirven de apoyo a la modalidad presencial, (3) las iniciativas sirven de apoyo para promover conocimientos en los primeros tres niveles de la Taxonomía de Bloom, (4) el paradigma más utilizado como sustento de las iniciativas, es el conductista y (5) prácticamente todas las iniciativas ven a la RA solo como un complemento para la estrategia instruccional. The authors present the findings of carrying out a Systematic Review of Literature around educational initiatives that incorporate Augmented Reality (AR) technology. Undoubtedly, AR is an emerging technology that has become popular in the last two decades, since it allows real-time objects to be combined with digital objects in real time through different technological supports, thus creating a new reality with which the student can interact and learn. From the findings it is possible to highlight that: (1) half of the studies have been applied at the higher level, (2) just over three-quarters are initiatives that support the face-to-face modality, (3) the initiatives serve of support to promote knowledge in the first three levels of Bloom's Taxonomy, (4) the paradigm most used to support initiatives, is the behaviorist one and (5) practically all initiatives see AR only as a complement to the instructional strategy.

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“…The findings indicated that developing a mobile application to illustrate calculus teaching and learning (T&L) would enhance the quality of comprehension and absorption of calculus concepts [20]. The augmented reality in calculus (ARC) mobile application has been shown to increase student engagement and visualization skills in calculus classrooms, resulting in a significant improvement in final grades [21].…”

Section: Students' Perception Of Mobile Applications In Calculus Lear...mentioning

confidence: 99%

Students' Perception of Mobile Application in Calculus Learning

Ainul Maulid bin Ahmad,

Mu’azah Bt. Md. Aziz,

Muhammad Shahrizan B. Shahrudin

2023

Int. J. Interact. Mob. Technol.

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Mathematics is a crucial subject that students learn from primary school onward. However, some students have a negative perception of mathematics, considering it difficult and tedious, especially among Generation Z, who have grown up in a world where information is readily available at their fingertips. So, traditional teaching methods may not be very effective. This study aimed to determine students’ perceptions of mobile applications in calculus learning. The study involved 35 students from a private university in Kedah. This quantitative study utilizes a survey method and employs a questionnaire as the research instrument. The perception questionnaire is divided into four categories: attractiveness, effectiveness, relevance, and motivation. Based on the research findings, this study concludes that students had a positive perception of four aspects—attractiveness, effectiveness, relevance, and motivation— when using a mobile application for calculus learning.

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Learning Calculus with Augmented Reality and Virtual Environments

Cited by 7 publications

References 5 publications

Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review

Adoption of Virtual and Augmented Reality for Mathematics Education: A Scoping Review

Intervención de la Tecnología de Realidad Aumentada en la Educación: Una Revisión Sistemática de la Literatura

Students' Perception of Mobile Application in Calculus Learning

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