The Usage of Augmented Reality Technology in the Educational Process of Higher Education Institutions

Abstract

The development of additional reality (AR-technology) and its application in the educational process is considered. Definitions of AR technology are given, its advantages are given, as well as the limitations associated with its use in the educational process. An overview of platforms for creating AR-applications is given, their functional capabilities are considered, the expediency and efficiency of application in the educational process of free economic zones are assessed. Aspects of the use of augmented reality technology in the higher education system are considered. One of the most important features of augmented reality in terms of pedagogy is that it provides a space focused on the student and flexible for learning opportunities. The advantages and limitations of using this technology are given. The general scheme for creating augmented reality is always as follows: the camera of the AR device captures an image of a real object; the software (software) of the device identifies the received image, selects or calculates the corresponding image visual complement, combines the real image with its complement and outputs the final image to the visualization device. To work with AR, it is enough to use a smartphone or tablet and the appropriate software. There are the following main areas of augmented reality technology in the education system: support for research and experimental approach; checking the model for adequacy; modeling environments that combine the possibilities of teaching, learning, communication with game elements; acquisition of technological skills. AR-technology has the following potential pedagogical advantages: accessibility, involvement, cooperation, interactivity. Despite these benefits, there are certain factors that need to be considered when working with educational technologies using AR. Such factors include: lack of necessary teacher training; dependence on hardware (not all students may have smartphones that support AR applications); content mobility issues across all platforms and devices. Directions and examples of application of augmented reality technology in the educational environment are offered.

Effect of Augmented Reality Technology on Spatial Intelligence among High School Students

“…AR technology is a type of e-learning that is based on a set of educational theories, such as communicative learning theory, whose principles are that learning exists in non-human tools and devices, and the ability to retain knowledge in order to facilitate the learning process. It builds on this technology with these principles, from its use of mobile devices and is designed in such a way that students can use it more than once and review what they have learned well [27][28][29].…”

The Effect of Using Augmented Reality Module in Learning Geometry on Mathematics Performance among Primary Students

“…The use of AR in education promotes students' engagement in the classroom, enhances understanding of subject content, strengthens spatial skills, improves long-term memory, and increases students' motivation [8][9][10][11]. According to a previous study [12], augmented reality can improve the quality of learning, strengthen understanding of challenging concepts, promote self-learning, manipulate virtual materials as actual learning aids, and enhance students' spatial perception.…”

“…To rebalance the function of AR, teachers must have sufficient knowledge of running the designed teaching and learning with the help of AR. However, the availability of devices in schools will further promote the use of this technology in education [11]. Several independent studies stated that AR is beneficial in increasing students' interest and engagement in the classroom, as well as enabling mastery of difficult mathematics complex concepts compared to traditional learning [14,15].…”

Content-functional model of formation of military-applied shooting skills from automatic small arms of future officers of the National Guard of Ukraine

“…У розрізі емпіричного дослідження цікавими за своїми сутнісними та змістовими характеристиками є наукові праці: Е. Сарафанюка [18], Ю. Репіла, О. Головченка [14], R. Anatskyi, O. Kolomiitseva, R. Liubchich [1], Л. Тарангула, Т. Голубенка, І.С. Крамаренка [19], І. Романова, В. Кочкіна, О. Демченка [17], V. Bizin, D. Myrhorod, O. Khatsaiuk [2] та інших учених і практиків (Т. Белан, О. Бірюкова, О. Маркова, М. Медвідя, Ю. Самсонова) -у яких визначаються сучасні педагогічні моделі (технології), педагогічні умови, методики, які забезпечують формування готовності майбутніх офіцерів інституцій СБОУ до виконання завдань за призначенням на первинних офіцерських посадах.…”