Promoting collaborative innovation and disciplinary integration in maker education through augmented reality: a design-based research

Han, Xu; Liu, Yayun; Li, Hongzhu; Fan, Zhenying; Luo, Heng

doi:10.1504/ijil.2022.122066

Cited by 5 publications

(2 citation statements)

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“…The inspiration of the Evidence Center Design Theory for this study: Firstly, when designing the Maker literacy structure model, this study needs to construct a learner model and clarify which knowledge, skills, and attitudes students should be tested in literacy evaluation (Mislevy and Riconscente, 2011). The learner model should describe the knowledge dimension (technical knowledge), skill dimension (hands-on practical ability), and attitude dimension (innovative consciousness) contained in Maker literacy, providing a basis for subsequent refinement of literacy elements and model construction (Gierl et al, 2008;Han et al, 2022). Secondly, it is necessary to establish an evidence model to analyze the different behaviors that students may exhibit when completing Maker tasks, which can provide a basis for extracting elements of literacy.…”

Section: Methodsmentioning

confidence: 99%

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Min,

Alam,

Zhao

et al. 2024

Humanit Soc Sci Commun

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The inclusion of Maker education is crucial in fostering innovative individuals. However, evaluating Maker activities in primary schools continues to be a difficult task. This study aimed to determine the fundamental components of Maker literacy among primary school students. The researchers constructed a thorough evaluation index system by doing a literature review, using coding techniques, determining the weights from YAAHP, and performing statistical analysis with SPSS. The Delphi technique enhanced the conceptual framework through consultation with sixteen experts. The emerging framework consists of three dimensions: Design Thinking, Technology Application and Materialized Practice, and Maker Spirit and Responsibility, each encompassing 12 subordinate aspects. These aspects subtly comprehend Maker literacy and act as indicators for comprehensive assessment systems in Chinese elementary schools. The study enhances our comprehension of children’s development in the field of Maker literacy by outlining its structure. This study provides vital insights into the assessment of Maker activities, which is a significant obstacle to the progress of Maker education. The findings of this study have practical consequences for those in the field of education, policymakers, and those involved in developing curricula. The aim is to promote the development of a generation of individuals capable of thinking innovatively and creating new ideas.

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Section: Methodsmentioning

confidence: 99%

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Min,

Alam,

Zhao

et al. 2024

Humanit Soc Sci Commun

View full text Add to dashboard Cite

show abstract

“…Zhai, J. et al use evolutionary game theory to establish a collaborative innovation model of Internet+cloud platform, which provides a reference for vocational education reform [15]. Han, X. et al put forward an innovative teaching model of creator vocational education, which promotes the cooperation and mutual recognition between higher vocational institutions and general colleges and universities in terms of cooperation and mutual recognition in curriculum, credits, and teaching [16]. Pavel, V. et al integrate vocational education into the overall framework of collaborative network development in education and promote the level of articulation and type of communication of vocational education under the guidance of lifelong education thinking [17].…”

Section: Introductionmentioning

confidence: 99%

Research on the Synergistic Development and Operation Mechanism of Vocational Education and Innovative Development Concepts in the Context of Deep Learning

Xiao

2023

Applied Mathematics and Nonlinear Sciences

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This paper proposes that the synergistic mechanism promotes the vocational education innovation system to transition from the primitive low-level, ordered and relatively balanced stage to the high-level, ordered and fully synergistic stage. By analyzing the dynamic evolution process of the order parameter, a complex system with self-evolution capability is built, and the vocational education collaborative innovation model is constructed at three levels: macro, meso and micro. Finally, in carrying out the benefit distribution and arithmetic example analysis, the spillover effect of the synergistic subject is explored, and the optimal value is taken using the optimization model of synergistic development of higher vocational colleges and universities. The results show that when the quadratic term coefficient of innovation output is 0.086, the stabilization strategy is (0,1) or (1,0), and the multi-body innovation resources realize interaction stabilization without spillover or feedback effects. This study proposes the optimal path of innovation integration mechanism from the aspects of mechanism, mode and content, which can provide new ideas for the collaborative development of vocational education and enterprises.

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Teachers and Students Envisioning Mixed Reality Remote Learning: A Qualitative Exploration on Fostering Academic Engagement

Goagoses,

Winschiers-Theophilus,

Auala

et al. 2024

Tech Know Learn

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Mixed reality (MR) provides new opportunities and affordances for fostering student engagement in remote learning. The current qualitative case study set out to (1) explore teachers’ perspective of academic engagement in traditional classrooms, (2) explore how teachers’ and students’ envision engaging lessons using MR for remote learning, and (3) extrapolate limitations and affordances for the further development of MR for remote learning. Eight students and four teachers from a primary school in Namibia participated. Each participant wore the HoloLens 2, interacting with others who were live streamed from another room. Group interviews with the teachers revealed core practices and strategies focused on the centrality of students, student-teacher relationships, rewards and evaluations, and the physical environment for creating engagement in traditional classrooms. Teachers and students participated in role-plays centered around fostering emotional, behavioral, and agentic engagement in imagined lessons that used MR for live streaming from different locations. The role-playing teachers mainly used verbal practices and strategies for fostering closeness, as well as giving feedback and evaluations. However, many strategies previously named or found in the literature were not enacted and symbolic MR boundaries were crossed. Based on our results, we derived affordances and future directions for the further design and development of MR for remote learning.

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Promoting collaborative innovation and disciplinary integration in maker education through augmented reality: a design-based research

Cited by 5 publications

References 0 publications

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Crafting a framework: a Delphi method approach to formulating a maker literacy assessment model for primary school students in China

Research on the Synergistic Development and Operation Mechanism of Vocational Education and Innovative Development Concepts in the Context of Deep Learning

Teachers and Students Envisioning Mixed Reality Remote Learning: A Qualitative Exploration on Fostering Academic Engagement

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