Meta-AR-App: An Authoring Platform for Collaborative Augmented Reality in STEM Classrooms

Villanueva, Ana; Zhu, Zhengzhe; Liu, Ziyi; Peppler, Kylie; Redick, Thomas S.; Ramani, Karthik

doi:10.1145/3313831.3376146

Cited by 52 publications

(19 citation statements)

References 39 publications

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“…e research team of [26] conducted special theoretical and technical methods from indoor maps, location maps, and mobile maps and achieved various results; [27] focused on the indoor map representation methods under single-floor, multi-floor, and indooroutdoor switching conditions; and [28] studied the dynamic mapping process and mechanism of mobile maps based on the cognitive semantic theory and established the dynamic mapping of mobile maps model.…”

Section: Indoor Map Representationmentioning

confidence: 99%

Classroom Visualization Based on the Relationship between User Roles and Scene Content

Chen

2022

Scientific Programming

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With the increasing complexity of the internal structure of university classrooms and the increasing amount of time humans spend indoors, indoor classroom scenes have become an important part of people’s daily lives. Compared with open outdoor space, indoor environments are more complex in terms of 3D models, spatial layouts, feature types, and connectivity relationships, especially for large indoor buildings that often contain a large amount of information. This paper introduces the development tools and common rendering techniques of Unity3D game engine, explores the visualization model of a single object, designs a regional comparison algorithm to calculate the visualization intensity, and establishes a 3D visualization intensity mapping table. The classroom is equipped with visualization effect, which makes students get comfortable and at ease in classroom learning, and the comfort level of this paper’s solution is improved by 8% compared with other IoT-based solutions.

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Section: Indoor Map Representationmentioning

confidence: 99%

Classroom Visualization Based on the Relationship between User Roles and Scene Content

Chen

2022

Scientific Programming

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“…Work covered in this review a variety of XR systems from the learning standpoint. For example, for the education setting, the reviewed work span from informal learning [42,48,55,64,67,83,84,103]to formal learning [45,46,53,54,65,85], the target learners age range from K-12 children [45,53,54,66,67,85,98] to college students in higher ed settings or other adults [56,65,77,81,83,84,100,101]; the domain subjects that educational XR systems target in our review also span from math [55,56,67,101], science (e.g. physics [44,48,54,99], animal science [41]), programming and coding [60,61], to language learning [47,84,85,98,102,103] and art…”

Section: Summary Of Review Results and Current Barriersmentioning

confidence: 99%

“…Example Work in XR system Use 3D visualization to teach in a clearer or more visually way [45,100] Connect physical and virtual world to support learners learning by doing [54,85,99] Augment physical objects to provide richer digital information [84] Role-play or participatory simulation as part of the target knowledge [29,31,34,[41][42][43] Embedding interactive agent in XR to promote Social-Emotional Learning (SEL) [55,66] Afford learner control and agency through XR controller, sensors [42,79,80] Table 2. Mechanisms of XR technologies in Education…”

Section: A Appendixmentioning

confidence: 99%

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Yang,

Zhou,

Radu

2020

Preprint

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Recently, the HCI community has seen an increased interest in applying Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) into educational settings. Despite many literature reviews, there still lacks a clear framework that reveals the different design dimensions in educational Extended Reality (XR) systems. Addressing this gap, we synthesize a broad range of educational XR to propose the XR-Ed framework, which reveals design space in six dimensions (Physical Accessibility, Scenario, Social Interactivity, Agency, Virtuality Degree, Assessment). Within each dimension, we contextualize the framework using existing design cases. Based on the XR-Ed Design framework, we incorporated instructional design approaches to propose XR-Ins, an instruction-oriented, step-by-step guideline in educational XR instruction design. Jointly, they aim to support practitioners by revealing implicit design choices, offering design inspirations as well as guide them to design instructional activities for XR technologies in a more instruction-oriented and learner-centered way.CCS Concepts: • Human-centered computing → Mixed / augmented reality; Virtual reality; Interactive systems and tools; • Applied computing → Interactive learning environments.

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“…The instructional approach that is used in AR applications can also be observed in other non-AR mobile applications (games, 2D images, video contents, tests, etc.) (Tobar Muñoz, 2017;Villanueva et al, 2020).…”

Section: Overview Of the Studies Researchmentioning

confidence: 99%

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Yegorina¹,

Armstrong²,

Kravtsov

et al. 2021

Review of Education

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Augmented reality (AR) technology has been gaining a meaningful position in the education sector with multiple subjects’ application to support teaching and learning experiences. Thanks to the advancement of hardware and technological platforms it is becoming easier to adopt AR technology at schools. This study represents a systematic literature review of AR application in the area of science, technology, engineering and mathematics (STEM) education at primary school level with the focus on collaborative and gamified practices applied to mobile application for geometry and geography subjects. The main objective of this paper is to investigate and analyse the main characteristics and state of the art of the AR STEM gamified collaborative applications for geometry and geography in primary education and their efficiency on the teaching and learning process. This study performs qualitative analysis of the content of 97 articles that provide an overview of the relevant mobile applications for this systematic literature review, book chapters and conference articles published from 2010 to 2021. The main contribution of this article is in the area of in‐app augmented collaborative experiences in geometry and geography learning in primary grades for further research and technology development. In addition, an extensive analysis of the existing AR mobile applications from peer reviewed articles for the above‐mentioned subjects is provided in a comparative table.

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Meta-AR-App: An Authoring Platform for Collaborative Augmented Reality in STEM Classrooms

Cited by 52 publications

References 39 publications

Classroom Visualization Based on the Relationship between User Roles and Scene Content

Classroom Visualization Based on the Relationship between User Roles and Scene Content

XR-Ed Framework: Designing Instruction-driven andLearner-centered Extended Reality Systems for Education

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

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