Role of graphics tools in the learning design process

Laisney, Patrice; Brandt‐Pomares, Pascale

doi:10.1007/s10798-014-9267-y

Cited by 9 publications

(2 citation statements)

References 11 publications

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“…The experimental group used only the mobile application ARTEfac (AR for Teachers Education Faculties) to learn the scientific concepts. ARTEfac (Aix-Marseille-Université, 2020) is a free mobile learning app developed by Aix-Marseille University where it is possible for trainers to create simple multimedia mobile learning scenarios or to customize already built-in 3D interactive models developed by researchers, university science trainers and programmers (for more information see: Mascret et al, 2023). The Earth-Sun AR model is one of the already built-in models that we have designed and integrated to the experimental learning scenario.…”

Section: Samplementioning

confidence: 99%

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

et al. 2023

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Despite the profusion of studies on the use of augmented reality (AR) for teaching, the scientific results on the students’ learning do not fully converge. On the one hand, some studies have shown AR’s benefits, including autonomy and improvement of learning by reducing mental effort. On the other hand, other studies have highlighted the strong limitations of AR technology for learning, such as cognitive over loading in some specific cases. This study investigates the impact of AR on the mental effort and learning outcomes of students who were involved in an inquiry-based science training session. The sample was composed of French Master’s degree students. A control group who used physical modeling activities and an experimental group who used an AR model for the first time studied the phenomenon of the seasons. The students were tested on their learning outcomes and mental effort during the training session. Results revealed no significant differences, except for the short-term test which showed better learning results for the control group. Moreover, a link between mental effort and learning outcomes was observed independently of the group conditions. Despite the first use of an AR model to study a complex scientific phenomenon, the experimental group (AR) performs in similar way to the control group (without AR) in long-term learning outcomes and mental effort.

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Section: Samplementioning

confidence: 99%

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

et al. 2023

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“…Figure 2 shows the preview of Google SketchUp application. The Google SketchUp application is very suitable for use in learning related to graphics and animation [13], [14]. The Google SketchUp application on building design is more efficient and effective if implemented into 3D design.…”

Section: Google Sketchup Applicationmentioning

confidence: 99%

The Effect of Google SketchUp and Need for Achievement on the Students’ Learning Achievement of Building Interior Design

Sitanggang

Luthan

Dwiyanto

2020

Int. J. Emerg. Technol. Learn.

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This study aims to find out the effect of the Google SketchUp application and the need for achievement on students’ learning achievements of building interior design. Quasi-experimental research was conducted at the Vocational High School (VHS) with a 2 x 2 factorial design. The Google SketchUp application was used in the experimental group, while the PowerPoint Slides were used in the control group. The sample consisted of 56 VHS students, study program of modeling design and building information. The instruments used are need for achievement tests and learning achievement tests with reliability coefficients of 0.916 and 0.671. To test the hypothesis using multiple variance analysis techniques and the Tukey test. The results show that the Google SketchUp application is more effective than the PowerPoint in the learning of building interior design. Students who classified with a high need for achievement earn higher learning achievement compared to the lower one. There is an interaction between the Google SketchUp application and the students’ need for achievement. For students who have a high need for motivation, using the Google SketchUp application is more effective than using PowerPoint Slides. On the other side, the students who have a low need for motivation, the use of the Google SketchUp application does not differ significantly compared to the use of PowerPoint Slides. This finding is very useful for vocational teachers as an effort to improve the learning process of building interior design. However, it is also possible that these findings can apply more broadly to student learning in other skills competencies in VHS. These findings contribute to the management of vocational education as an effort to implement VHS revitalization. Furthermore, it also can be used as a consideration by the Head of VHS and decision-makers in the Ministry of Education and Culture.

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Using Computer Technologies in Design and Technology Education: Teaching-Learning Process

Ginestié

2017

Encyclopedia of Earth Sciences Series

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Role of graphics tools in the learning design process

Cited by 9 publications

References 11 publications

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

The use of augmented reality for inquiry-based activity about the phenomenon of seasons: effect on mental effort and learning outcomes

The Effect of Google SketchUp and Need for Achievement on the Students’ Learning Achievement of Building Interior Design

Using Computer Technologies in Design and Technology Education: Teaching-Learning Process

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