MAPILS: Mobile augmented reality plant inquiry learning system

Umer, Muhammad; Nasir, Bilal; Khan, Junaid Ali; Ali, Shahrukh; Ahmed, Sohaib

doi:10.1109/educon.2017.7943038

Cited by 13 publications

(9 citation statements)

References 17 publications

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“…The use of technology-enhanced laboratories to improve inquiry is an evolving issue in many countries. Their effects have been evinced in numerous studies by applying various technologies such as simulation [1][2][3][4], microcomputerbased laboratories [5][6][7][8], remote laboratories [9,10], and augmented reality [11,12]. The use of technology can support students' experience of inquiry and the constructive process of science in the laboratory [13].…”

Section: Introductionmentioning

confidence: 99%

Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment

Husnaini

Chen

2019

Phys. Rev. Phys. Educ. Res.

110

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Indonesia and many other developing countries have a vast youth population, yet limited facilities for physics learning. The major purposes of this study are to develop low-cost, technology-enhanced physical and virtual laboratories and to investigate their effects on various learning objectives, including conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment. The virtual laboratory (VL) used the physics education technology to simulate a pendulum, while the physical laboratory (PL) was a technology-enhanced physical laboratory utilizing the Camera Stopwatch and Smart Tools applications. In this quasiexperimental design, a total of 68 secondary school students in Indonesia were randomly assigned to the PL and VL settings. The participants conducted the pendulum experiment guided by an inquiry worksheet along with pre-and postconceptual tests, scientific inquiry self-efficacy, and enjoyment questionnaires. The result revealed that the guided inquiry-based VL was as effective as the PL for simple concepts, but was more effective for improving difficult concepts and scientific inquiry selfefficacy. Nevertheless, the PL group performed better on crucial inquiry activities, that is, planning, experimenting, and further improvement of the experiment. Moreover, both the PL and VL significantly promoted enjoyment. It was concluded that the PL and VL were successful for achieving different learning objectives.

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Section: Introductionmentioning

confidence: 99%

Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment

Husnaini

Chen

2019

Phys. Rev. Phys. Educ. Res.

110

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“…A number of researchers have explored AR tools to promote learning in STEM subjects, such as 3D shapes (Kouzi & Shafiq, 2019), marine life (Chen et al, 2015), the water cycle (Bratitsis et al, 2017), plants (Umer et al, 2017), chemistry (Abbasi et al, 2017), and geoscience (Kundu et al, 2017). These applications have been explored in primary [e.g., see: (Bratitsis et al, 2017;Chen et al, 2015;Kouzi & Shafiq, 2019)] and secondary [e.g., see: (Umer et al, 2017)] classrooms. For example, Bratitsis et al report on an educational AR application designed to support students learning about the water cycle in elementary classrooms.…”

Section: Educational Ar Applicationsmentioning

confidence: 99%

“…AR can also be leveraged to support inquiry-based learning in the science classroom. For example, Ahmed et al report on MAPILS (Mobile Augmented Reality Plant Inquiry Learning System), an AR application designed to support students learning about plants in secondary schools (Umer et al, 2017). A qualitative evaluation revealed that, although the application did engage students, there were some usability concerns, and some students reported that they lost interest over time due to a lack of gamified elements in the application.…”

Section: Educational Ar Applicationsmentioning

confidence: 99%

“…More and more classrooms in North America have incorporated digital technologies such as tablets and smartboards -however, they continue to rely heavily on textbooks for teaching purposes (Mayfield et al, 2019). Although numerous studies have indicated that AR promotes enhanced learning (Abbasi, Waseem, & Ashraf, 2017;Akçayır & € Okçe Akçayır, 2017;Amaia, Inigo, Jorge, & Enara, 2016;Billinghurst & Duenser, 2012;Bratitsis, Bardanika, & Ioannou, 2017;Chen, Ho, & Lin, 2015;Li, van der Spek, Hu, & Feijs, 2017;Martinez, Benito, Gonzalez, & Ajuria, 2017;Umer, Nasir, Khan, Ali, & Ahmed, 2017), many educational AR applications suffer from usability issues, especially when their design does not account for the physical and cognitive skills of the target age group (Radu, MacIntyre, & Lourenco, 2016). Researchers have explored educational AR applications to help children learn mathematics and science literacy (Dunleavy, Dede, & Mitchell, 2009), teaching geometric shapes to preschool children (Gecu-Parmaksiz & Delialioglu, 2019), and even to support young students with autism spectrum disorder (ASD) (Lumbreras & Ariel, 2018) and Dyscalculia (Avila-Pesantes et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have also studied AR as a potential educational tool (Abbasi et al, 2017;Akçayır & € Okçe Akçayır, 2017;Amaia et al, 2016;Billinghurst & Duenser, 2012;Bratitsis et al, 2017;Chen et al, 2015;Li et al, 2017;Martinez et al, 2017;Umer et al, 2017). One popular stance on educational AR is that the best approach is one that integrates AR with existing teaching methods (Abbasi et al, 2017;Bratitsis et al, 2017;Chen et al, 2015;Kundu, Muhammad, & Sattar, 2017;Qiwen & Yongming, 2017;Umer et al, 2017). To this end, we developed an AR educational tool that maps educational content onto textbooks that are already being used by students in the classroom.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Augmented Reality Plant & Animal Cells: Design and Evaluation of an Educational Augmented Reality Application

Kouzi

Bani-Taha

McArthur

2019

JVWR

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In this paper, we present a usability evaluation of a custom AR educational tool designed to improve students’ understanding of the similarities and differences between plant and animal cells. We argue that the design of the Augmented Reality Plant & Animal Cells (ARPAC) tool promotes a self-driven approach to learning by presenting textbook content as interactive, 3D models that can be uncovered by exploring sections of their school textbooks with our app. Furthermore, the design of ARPAC can be mapped easily onto other subjects, providing teachers with additional pedagogical tools to utilize in the classroom. Preliminary results of a usability study support our initial design of a textbook-driven AR application to support learning in science subjects.

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Future Trends in Education

Freeman¹

2019

Encyclopedia of the UN Sustainable Development Goals

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The overall effect of this entry is to illuminate the Global Educational Acceleration Construct of what resources are available to teach our children how they can contribute to society and leave their legacy. Here are the key concepts of the new lexicon which must be added to education: Neurodiversity: Cognitive neuroscience states, all people function somewhere on a large spectrum of cognitive abilities to be understood and accommodated, not cured. Transdiscipline: Drives processes by looking in many directions at once and determine how best to elicit help and control contributions from multiple sectors creating "knowledge intersections." Self-leadership: Assessing one's personal and occupational interests to design and achieve their own outcomes. Educational Engineering: Method to design, develop, and deliver one's own lifelong learning journey generally through "reverse engineering." Quantified Living: Declares that measurable aspects of one's life can and should be self-managed and deprogrammed. Heutagogy: The study of self-determined learning defined in this construct by "just-in-timeknowledge acquisition" on-demand.

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MAPILS: Mobile augmented reality plant inquiry learning system

Cited by 13 publications

References 17 publications

Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment

Effects of guided inquiry virtual and physical laboratories on conceptual understanding, inquiry performance, scientific inquiry self-efficacy, and enjoyment

Augmented Reality Plant & Animal Cells: Design and Evaluation of an Educational Augmented Reality Application

Future Trends in Education

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