The impact of mobile augmented reality in geography education: achievements, cognitive loads and views of university students

Turan, Zeynep; Meral, Elif; Şahin, İbrahim Fevzi

doi:10.1080/03098265.2018.1455174

Cited by 103 publications

(49 citation statements)

References 33 publications

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“…As stated by Crofton, Botinestean, Fenelon, and Gallagher (2019) AR is very useful for interactive and real learning media for students. By utilizing AR media can increase the interest of students in learning because of the AR that combines cyberspace that can increase the imagination of students with the real world directly (Berryman, 2012;Bower, Howe, McCredie, Robinson, & Grover, 2014;Oranç & Küntay, 2019;Turan, Meral, & Sahin, 2018). AR is interactive which allows students to see the situation in a real and direct way and can imagine the results of the learning process provided by teachers to students.…”

Section: Resultsmentioning

confidence: 99%

“…The use of educational media using AR can stimulate the mindset of students in thinking critically about problem and events that occur on daily life because learning media is helping students in the learning process with the presence or absence of teachers in the education process (Sonntag, Albuquerque, Magnor, & Bodensiek, 2019). So that media use education with augmented reality can directly provide learning wherever and whenever students want to carry out the learning process (Carrera & Asensio, 2017;Sonntag et al, 2019;Turan et al, 2018). Previous research states that using AR applications positively influences self-confidence in students' problem-solving skills (Karagozlu, 2018).…”

Section: Resultsmentioning

confidence: 99%

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Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Astuti

Suranto

Masykuri

2019

JPBI

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Besides learning outcomes, motivation and problem solving skill are the essential indicators for successful learning. Hence, the existence of learning media which considerably follow the advance of technology has been assumed to be able to support the achievement of the indicators mentioned. Thus, the current research aimed at implementing the Augmented Reality (AR) technology to improve students’ problem solving skill, motivation, and learning outcomes. The sample was 56 of eighth graders which covered the both control and experimental classes. This quasi experimental research employed test and observation sheet as the instruments. The data was analyzed using one-way analysis of covariance (ANCOVA). The ANCOVA test results showed that were significance differences of the three indicators (problem solving skills, motivation, and learning outcomes) achieved, in which the experimental class was higher than control class. In conclusion, the AR can influence students’ problem solving skills, motivation, and learning outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Astuti

Suranto

Masykuri

2019

JPBI

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“…Related researchers have applied AR technology as multimedia in various types of teaching topics and educational levels such as use of AR in middle-level students and universities as an interactive media on human anatomy, geomorphology, and astronomy learning (Jamali et al, 2015;Kurniawan et al, 2018;Turan et al, 2018;Yen et al, 2013). The researchers at elementary school have applied AR media as learning media ecology system, increase motivation and critical thinking skills (Chang & Hwang, 2018;Tarng et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

Syawaludin

Gunarhadi

Rintayati

2019

JPII

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Elementary school students' rational skill is terminated on concrete situations; therefore, enhancing abstract reasoning becomes a prompt for students to be more critical in solving science problems. The objective of the study was to improve abstract reasoning in science learning using interactive multimedia based on augmented reality (AR) for fifth-grade students. This study used a Classroom Action Research conducted in two cycles consisting of Plan, Act & Observe, and Reflect stage each. Data collection techniques used tests and observations involving 28 students. The credibility of the research data was examined based on technical triangulation and source triangulation while the collected data were analyzed descriptively. The results of the study on process aspect showed that the use of interactive multimedia based on augmented reality gave positive changes to the learning processes on earth and rock structure topic in the fifth grade of elementary school. The students' enthusiasm during the learning processes thus strengthened student-teacher interaction as they enjoyed the learning processes actively, independently, and collaboratively. The interactive multimedia based on augmented reality facilitates the students to reason by exploring more realistic visual objects to eases student understanding of science concept, associating inter-concepts and implementation of information analysis, and problem-solving. The success of the product showed that students' abstract reasoning in science learning enhanced by 24.20% (in the first cycle) and 23.08% (in the second cycle). The results of this study concluded that the use of interactive multimedia based on augmented reality could enhance abstract reasoning skill of the fifth-grade elementary school students.

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“…The impact of mobile AR in geography education: achievements, cognitive loads and views of university students [34] Healthcare AR learning environment for physiotherapy education [19] History A survey of augmented, virtual, and mixed reality for cultural heritage [7] Medicine Interactive Anatomy-Augmented Virtual Simulation Training [1] Museum Svevo tour: The design and the experimentation of an AR application for engaging visitors of a literary museum [14] Natural science VR-based value-added visualization of infographic for enhancing learning performance [23] Physics Virtual laboratories in teaching natural sciences: An example of physics courses in university [13] AR: augmented reality; VR: virtual reality. [25].…”

Section: Area Applicationmentioning

confidence: 99%

A smartphone‐based augmented reality system for university students for learning digital electronics

Avilés‐Cruz

Villegas-Cortéz

2019

Comp Applic In Engineering

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The fundamental concepts of electronic devices are generally taught in the initial courses of electrical and electronics engineering. For students, it is very important to grasp the basic concepts that make computers and digital systems possible. Among these concepts, boolean algebra and logic gates stand out. In this paper, a smartphone‐based augmented reality (AR) system is proposed which helps in the adequate learning of logic gate integrated circuits (ICs). The proposed system allows the automatic identification of ICs that enables basic logic operations. It uses a smartphone and a breadboard for the identification of 7 basic logic gate ICs that are: AND gate, OR gate, NOT gate, NAND gate, NOR gate, XOR gate, and XNOR gate. The smartphone takes a picture of the electronic circuit and digitally generates a layer of virtual objects which are then mixed with the original image. The markless paradigm identifies the ICs in a typical circuit and places three objects that are: IC identification, pins information, and logic diagram information. Finally, the smartphone screen displays the image of the logic gate obtained. The entire evaluation of the AR system is presented with a technical efficiency of 97.5 and a qualitative satisfaction study.

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The impact of mobile augmented reality in geography education: achievements, cognitive loads and views of university students

Cited by 103 publications

References 33 publications

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Augmented Reality for teaching science: Students’ problem solving skill, motivation, and learning outcomes

Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

A smartphone‐based augmented reality system for university students for learning digital electronics

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