Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning

Ke, Fengfeng; Hsu, Yu-Chang

doi:10.1016/j.iheduc.2015.04.003

Cited by 126 publications

(78 citation statements)

References 40 publications

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“…The ability to work collaboratively has become a valuable skill in the workplace. The experience of being able to learn to work as part of a group when students are at university makes the transition from university to the workplace less intimidating than when they do not have that experience at all (Chai & Tan, 2009;Ke & Hsu, 2015).…”

Section: Collaborative Applications and Platformsmentioning

confidence: 99%

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Insights into the use and affordances of social and collaborative applications for student projects

Bankole

Venter

2017

SACJ

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The use of social and collaborative computing has the potential of assisting learning and improving the ability to work together as part of a team. Team work is a graduate attribute that students need to acquire before transitioning from university into the workplace. The aim of this exploratory research was to provide insights into the use of social and collaborative applications by Computer Science students, and the emergent affordances student project teams have created with the use of these applications. It answers the questions: What elearning platforms or applications do students use to collaborate for team projects? What technology affordance draws students to use these applications? This study adopts affordance theory as the theoretical framework. Two types of content analysis: conventional content analysis and summative content analysis were used to analyse the data. Data was gathered using a pre-designed questionnaire with the teams during the first semester of 2016. Findings show that the university’s elearning platform is utilised for some of their courses; however students seem to prefer free and open source platforms. Student project teams used applications such as WhatsApp, Telegram, Dropbox, Google Drive, Google Docs, as well as email messages, to work jointly, and were successfully able to complete their team projects. Four types of technology affordances: communicative-affordance, document share-affordance, course resource-affordance, and integrity-affordance, were identified as being relevant.

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Section: Collaborative Applications and Platformsmentioning

confidence: 99%

“…practice good communication skills (Totten, Sills, Digby, & Russ, 1991;Marjan Laal & Ghodsi, 2012;Alberola, Del Val, Sanchez-Anguix, Palomares, & Teruel, 2016) as well as competency skills (Ke & Hsu, 2015). Several collaborative systems have thus been designed and used for the support of learning (Gress, Fior, Hadwin, & Winne, 2010).…”

Section: Introductionmentioning

confidence: 99%

Insights into the use and affordances of social and collaborative applications for student projects

Bankole

Venter

2017

SACJ

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“…(Delello, McWhorter, & Camp, 2015;Dunleavy & Dede, 2014;Ke & Hsu, 2015) 7 A number of augmented reality platforms have been developed and used in the educational arena; however, this field is not particularly mature (Dunleavy & Dede, 2014;Figueiredo, Gomes, Gomes, & Lopes, 2014). A number of investigators have used various augmented reality platforms to research artifact creation in college classes, including the areas of teacher education, business, and marketing (Delello et al, 2015;Ke & Hsu, 2015). Though augmented reality may already have a role in some chemistry classrooms, no literature could be found documenting its use.…”

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confidence: 99%

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

Behmke

Kerven

Lutz

et al. 2018

stem

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Spatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures. AbstractSpatial reasoning is defined as the ability to generate, retain, and manipulate abstract visual images. In chemistry, spatial reasoning skills are typically taught using 2-D paper-based models, 3-D handheld models, and computerized models. These models are designed to aid student learning by integrating information from the macroscopic, microscopic, and symbolic domains of chemistry. Research has shown that increased spatial reasoning abilities translate directly to improved content knowledge. The recent explosion in the popularity of smartphones and the development of augmented reality apps for them provide, a yet to be explored, way of teaching spatial reasoning skills to chemistry students. Augmented reality apps can use the camera on a smartphone to turn 2-D paper-based molecular models into 3-D models the user can manipulate. This paper will discuss the development, implementation, and assessment of an augmented reality app that transforms 2-D molecular representations into interactive 3-D structures.

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“…However, from the pedagogical perspective, what matters is whether this learning system can assist the learning process and improve the way learning takes place Hwang et al, 2011). One way to make this assessment is to see if the use of a collaborative mobile learning system and the development of a collaboratively built digital archive can actually improve the quality of student learning (Ke & Hsu, 2015). The purpose of this study was to design and use mind mapping and digital archiving as a tool for learners to self-construct their knowledge collaboratively and to see the degree to which this system helped learners expand their observations about the subject matter and interact with the learning environment.…”

Section: Motivation For the Studymentioning

confidence: 99%

“…Biddix et al (2016) probed into the potential of mobiles devices in the professional development of teachers. It has become increasingly important for educational researchers to use qualitative and quantitative methods to examine the integration of mobile learning in education, and to examine its effectiveness on learning (Ke & Hsu, 2015;Lee et al, 2016;Park, 2011;Hwang, & Chang, 2016). The mobility afforded by electronic devices appears to be having a significant effect on students' ability to gain new knowledge, skills and experience.…”

Section: Collaborative Mobile Learning (Cml)mentioning

confidence: 99%

A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving Systems

Chang

Chiu

Huang

2018

IRRODL

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With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students' learning direction, progress, and achievement may differ. Thus, the enhancement of learners' opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge. By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students' learning performance could be enhanced by using archived information SMM mobile learning.Keywords: sharing mind map, collaborative mobile learning, digital archive, peer learning A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving SystemsChang, Chiu, and Huang 2 Study BackgroundIn recent years, due to the process and enhancement of knowledge and science, e-learning management systems have increased rapidly. Many studies have pointed out that these techniques could optimize learning processes and effectiveness. Many scholars have utilized network technology for learning and statistical analysis, confirming the enhancement of the efficiency of learning by network technology. The development of mobile devices (e.g., smart phones, laptops, tablets, and so on) with wireless communication technology has changed the centuries-old rules for classroom instruction, resulting in breakthroughs in teaching methods (Biddix, Chung, & Park, 2016). Due to the portable properties of ...

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Mobile augmented-reality artifact creation as a component of mobile computer-supported collaborative learning

Cited by 126 publications

References 40 publications

Insights into the use and affordances of social and collaborative applications for student projects

Insights into the use and affordances of social and collaborative applications for student projects

Augmented Reality Chemistry: Transforming 2-D Molecular Representations into Interactive 3-D Structures

A Sharing Mind Map-oriented Approach to Enhance Collaborative Mobile Learning With Digital Archiving Systems

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