Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs

Martínez, Antonia Cascales; Segura, María José Martínez; Pérez-López, David; Contero, Manuel

doi:10.12973/eurasia.2017.00621a

Cited by 58 publications

(46 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The experimental result showed that the students who learned with the AR-based mobile touring system were able to improve their learning interest more than those who learned with the conventional mobile touring system. This finding suggests the potential of AR technology to motivate learning due to its real-time interaction and enjoyable experience (Cascales-Martínez et al, 2017;Chin et al, 2019;Chu et al, 2019;McMahon et al, 2016;Yilmaz, 2016). This study found significant differences in the assessment of the actualised interest factor and the taskbased interest factor between the two groups from the questionnaire survey.…”

Section: Analysis Of Learning Interestmentioning

confidence: 64%

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Chin

Wang

2020

AJET

View full text Add to dashboard Cite

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

show abstract

Section: Analysis Of Learning Interestmentioning

confidence: 64%

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Chin

Wang

2020

AJET

View full text Add to dashboard Cite

show abstract

“…The fact that these studies indicate problems in expanding the sample in the research. According to this literature review, most studies have had <10 participants, which is considered to be a very small size (Zainuddin et al, 2010; McMahon et al, 2016; Cascales-Martínez, 2017). However, there are other issues that arise, for example, there are not many students in the same group or school institution with special educational needs and they are generally presented dispersed when applying the evaluation of the research.…”

Section: Results Reportmentioning

confidence: 99%

“…The use of AR in long-term educational inclusion should be analyzed and investigated in order to verify the time and the effects of this type learning for students.Requires training in digital competence for students (2%). In some cases, students with SEN do not know how to use the technology needed (Cascales-Martínez, 2017), therefore, planning and prior training is recommended. This subcategory is related to the previous one, listed above, referring to qualified staff.The novelty effect could produce bias in the results of the research (2%) (Cascales-Martínez, 2017).…”

Section: Results Reportmentioning

confidence: 99%

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

et al. 2019

View full text Add to dashboard Cite

The use of Augmented Reality (AR) to achieve educational inclusion has been not deeply explored. This systematic review describes the current state of using AR as an educational technology that takes into consideration the needs of all students including those with a disability. It is done through the analysis of factors, such as the advantages of AR, its limitations, uses, challenges, its scope in the educational field, the attended population and the positive or negative effects of its use in learning scenarios that involve students with diverse educational needs. A total of 50 studies between 2008 and 2018 were analyzed through searching in three interdisciplinary databases: Scopus, Web of Science, and Springer link. For this, the methodological stages considered were planning the review, search, analysis of literature and results report. After analyzing the results, it was possible to demonstrate that the use of AR for inclusive education in the field of sciences is where more studies have been conducted. In regard to the population with disabilities, among the most representative advantages reported were the motivation, interaction and generating interest on the part of the student. At the same time, an important methodological limitation identified was the size of the sample; some investigations were done with two or three subjects, some studies Single Subject Designs were found. In terms of the population attended, the studies generally included students with different impairments (hearing, visual, motor or cognitive), minorities (ethnic, vulnerable), leaving aside other groups excluded as exceptional talents and immigrants, which could be explored in the future. Despite different problems to be addressed, few frameworks to the diversity attention in education were reported, and there was no model and methodology in inclusive education considered in the studies. Finally, from this review we have identified open issues that could give rise to new research in the subject of using AR to favor the creation of inclusive learning scenarios.

show abstract

“…Cascales-Martínez et al [50] used a multi-touch tabletop system for mathematics learning with special needs. They focused on feasibility of it and found that this tabletop was feasible, attractive, and motivating.…”

Section: Using Augmented Reality In Primary Educationmentioning

confidence: 99%

Augmented Reality Trends in Education between 2016 and 2017 Years

Yılmaz¹

2018

State of the Art Virtual Reality and Augmented Reality Knowhow

View full text Add to dashboard Cite

show abstract

Using an Augmented Reality Enhanced Tabletop System to Promote Learning of Mathematics: A Case Study with Students with Special Educational Needs

Cited by 58 publications

References 11 publications

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Augmented Reality in Educational Inclusion. A Systematic Review on the Last Decade

Augmented Reality Trends in Education between 2016 and 2017 Years

Contact Info

Product

Resources

About