Prospects of using the augmented reality application in STEM-based Mathematics teaching

Крамаренко, Тетяна Григорівна; Pylypenko, Olha S.; Zaselskiy, Vladimir I.

doi:10.31812/educdim.v53i1.3843

Cited by 32 publications

(21 citation statements)

References 15 publications

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“…Many AREdu 2019 authors have addressed various aspects of AR technology, in particular: Ihor O. Arkhypov [8], Volodymyr O. Artemchuk [5], Zhanna I. Bilyk [22; 23; 24], Anzhela P. Boiko [6], Stanislav L. Bondarevskyi [13], Oleksandr Yu. Burov [5], Iryna I. Deinega [5], Andrii V. Іatsyshyn [5], Anna V. Іatsyshyn [5], Valeriia O. Kovach [5], Yaroslav M. Krainyk [6], Tetiana H. Kramarenko [7], Ivan V. Kravets [11], Olexander I. Kuchma [8], Yulii G. Kutsan [5], Olga V. Kuzyshyn [11], Olena O. Lavrentieva [8], Victor M. Lutsyshyn [11], Svitlana H. Lytvynova [5], Maiia V. Marienko [20; 25], Oksana M. Markova [13; 16; 28], Anna P. Megalinska [23], Lilia Ya. Midak [11]…”

Section: Introductionmentioning

confidence: 99%

Possibilities of Application of Augmented Reality in Different Branches of Education

2020

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Section: Introductionmentioning

confidence: 99%

Possibilities of Application of Augmented Reality in Different Branches of Education

2020

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“…We want to pay attention to augmented reality services that support the teaching of various disciplines. Special emphasis should be placed on such education as part of STEM training, which involves integration between the disciplines of natural sciences, technological sciences, engineering and mathematics [15,19]. For example, many augmented reality applications offer materials in Japanese (BioDigital Human 3D anatomy, 3D Anatomy Learning -Atlas, GeoGebraAR, Planets AR, etc.).…”

Section: Resultsmentioning

confidence: 99%

Approaches on the augmented reality application in Japanese language learning for future language teachers

Gayevska

Kravtsov

2022

Educ. Technol. Q.

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The article is devoted to the problem, approaches, and features of usage of augmented reality applications in Japanese language learning for future language teachers. We analyzed the usage of augmented reality for supporting and organizing Japanese language learning for future Japanese language teachers and identification of the main approaches to the usage of augmented reality in Japanese language learning. It is concluded that augmented reality tools provide a new paradigm of teaching materials, which has a positive impact on the formation of basic and professional competencies of future Japanese language teachers; it can be effective when used in blended learning that combines distance, online, traditional, and self-directed learning of Oriental languages. Prospects for further research is the creation of guidelines for the usage of augmented reality tools for teaching Oriental languages at different levels of the training of future Oriental languages teachers.

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“…Two applications with marker‐less geometry solutions (Kramarenko et al, 2019; Rosdi, 2018) support a mix of 2D and 3D interfaces with annotation and quizzes provided inside the apps. The 3D augmented objects of geometrical shapes can appear on any surface and support learning through manipulation with the shapes as well as through comparing 3D shapes with real life objects by moving the augmented contents around with the physical move of a camera on a mobile device.…”

Section: Resultsmentioning

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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Prospects of using the augmented reality application in STEM-based Mathematics teaching

Cited by 32 publications

References 15 publications

Possibilities of Application of Augmented Reality in Different Branches of Education

Possibilities of Application of Augmented Reality in Different Branches of Education

Approaches on the augmented reality application in Japanese language learning for future language teachers

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

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