The Importance of a Quality Assessment for Educational Applications

Schmidthaler, Eva; Hörmann, Corinna; Schalk, Maritta; Sabitzer, Barbara; Lavicza, Zsolt

doi:10.1145/3572549.3572592

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…AR technology can improve students' cognitive and affective skills and increase their ability to understand abstract and complex things (Mantasia & Jaya, 2016). AR technology can improve students' cognitive and affective skills and increase their ability to understand abstract and complex things (Schmidthaler et al, 2021) The importance of developing this media is also supported by the results of the needs analysis that has been conducted. Needs analysis reveals problems, needs, and development potential (Qamariah & Nurhadi, 2021).…”

Section: Discussionmentioning

confidence: 98%

The urgency of developing augmented reality-based biology learning media on genetic substance material

Azrai,

Dewahrani,

Suryanda

et al. 2024

BIO

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The implementation of biology learning in the field encounters numerous challenges. Specifically on genetic substance material, students experience learning difficulties due to abstract, interdisciplinary concepts and difficulties in understanding textbooks. This problem can be overcome one way by using learning media. Under current learning demands, technology-based media is appropriate to use. Augmented Reality (AR) based media is one option. The accessibility of augmented reality-based media remains limited, especially for genetic substance material, despite the necessity for media capable of visualizing its complex and abstract characteristics. The results of the needs analysis for teachers and students also show that AR-based media is needed in genetic substance learning. The use of AR media is very possible because of the support of adequate infrastructure. Teachers and students also expressed their willingness to use AR media in learning. Based on the research results, it can be concluded that AR-based biology learning media on Genetic Substance material is urgent to be developed. This media will be able to enrich the variety of biology learning media and become one of the solutions to overcome problems in biology learning, especially genetic substance material.

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Section: Discussionmentioning

confidence: 98%

The urgency of developing augmented reality-based biology learning media on genetic substance material

Azrai,

Dewahrani,

Suryanda

et al. 2024

BIO

View full text Add to dashboard Cite

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The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

Schmidthaler

Hörmann

Rottenhofer

et al. 2023

JRIT

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PurposeThis research paper aims to provide information about certified learning apps for biological education and gave an ordered list of all learning apps currently used by Austrian biology teachers in the classroom, which should serve as an overview for all biology teachers. In addition, the (currently little known) certification process of learning apps (seal of quality for educational applications) is described.Design/methodology/approachOnline questionnaire for all biology teachers throughout Austria, on the one hand to find out the apps, and on the other hand to research how Austrian teachers find suitable apps. The data were evaluated using descriptive statistics.FindingsA total of84 different learning apps are currently used by biology teachers in Austria. There are two certified lernapps in Austria, both are used. The most common app in biology lessons is “Anton”. The teachers find the information about apps throughout their own research or through colleagues. There are regional and school-specific differences in regards of usage and knowledge about seal of quality. It needs its own teacher training (TT) via suitable learning apps, because problems (data protection, advertising) are sometimes not taken into account during use.Research limitations/implicationsLimitations of this paper are that some of the teachers indicated the apps from other subjects (mathematics) to use this learning app, although this is not possible for biology lessons. Data protection was stated to the best of the authors’ knowledge by the authors, if the authors were not sure it says “unsure”. The participants are mainly women, but this corresponds to the gender ratio, which is typical of the Austrian teaching profession.Practical implicationsThe overview of the apps, compiled by this Austria-wide research, can be taken over into the biology lessons of all teachers. In addition, on the basis of this study, a TT at the University of Education 2023 in Linz was created. In addition, the (currently little known) certification process of learning apps is described.Social implicationsThe TT and the overview of the learning apps used serve as guidelines for teachers as to which apps they can use in biology lessons without hesitation. Above all, the aspect of the follow-up of digital media/apps will be emphasized. Data backup, inappropriate advertising must be processed in class or completely omitted. Biology teachers need the right training (TT) and appropriate materials and tools (apps) to reduce problems (cybercrimes).Originality/valueCurrently, there is no prepared list of suitable (certified and uncertified) learning apps for biology lessons. There are isolated recommendations and individual apps, but the selection criteria and backgrounds of the authors are not clear. This list shows which apps (how often) are used by which teachers. In addition, the (currently little known) certification process of learning apps is described.

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The Importance of a Quality Assessment for Educational Applications

Cited by 2 publications

References 11 publications

The urgency of developing augmented reality-based biology learning media on genetic substance material

The urgency of developing augmented reality-based biology learning media on genetic substance material

The implementation of learning apps in biological education: a quantitative study of the current situation in Austria

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