Using Augmented Reality and m-Learning to Optimize Students Performance in Higher Education

Cadavieco, Javier Fombona; Goulão, Maria de Fátima; Costales, Alberto Fernández

doi:10.1016/j.sbspro.2012.05.599

Cited by 24 publications

(10 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students must develop digital skills in order to adequately respond to future challenges (Ossiannilsson, 2015). For this reason, teachers should take advantage of available methodologies in order to meet the demands of the global era and respond appropriately to these social changes (Cadavieco, Goulão, & Costales, 2012).…”

Section: Theoretical Background Mobile Open and Distributed Learningmentioning

confidence: 99%

Approach to M-learning Acceptance Among University Students

Gómez-Ramirez

Valencia-Arias

Cano

2019

IRRODL

View full text Add to dashboard Cite

A growing number of higher education institutions have adopted tools to promote mobile learning. However, studies into the driving factors of its adoption are insufficient. This article identifies the aspects that have an effect on the adoption of mobile learning (m-learning) among university students. The theory of planned behavior (TPB) and technology acceptance model (TAM) have been shown to be valid and powerful models in the research on the adoption of learning technologies. Based on TPB and TAM, we propose a model to explain how perceptions influence m-learning adoption among Colombian university students. To confirm the acceptability of the model, a self-administered questionnaire was applied to 878 undergraduate university students from the Instituto Tecnológico Metropolitano (ITM), a higher education institution in Colombia The results suggest that all of the constructs of TPB and TAM have a moderate impact on the intention to adopt m-learning. Specifically, perceived usefulness and attitude have a significant influence on students’ acceptance of m-learning. These results can stimulate future research and promote an effective diffusion of m-learning in developing countries.

show abstract

Section: Theoretical Background Mobile Open and Distributed Learningmentioning

confidence: 99%

Approach to M-learning Acceptance Among University Students

Gómez-Ramirez

Valencia-Arias

Cano

2019

IRRODL

View full text Add to dashboard Cite

show abstract

“…It is thus advised in this dissertation that mathematics lecturers must take full advantage of the available technological platforms [applications] to realize meaningful learning. Contrary to the popular view of the participants in the current study regarding photography sharing, previous studies by Cadavieco, Goul~ ao and Costales (2012) as well as Crnovrsanin, Muelder, Faris, Felmlee and Ma (2014) hold the view that mathematics lecture notes should include photos, as visualization is effective for the effective learning of students. Surprisingly, among the many active student bloggers who are twittering more and more these days, majority (82.4%) of the students at CBU never use Twitter for mathematics purposes.…”

Section: Social Media-a Tool For Teaching and Learningcontrasting

confidence: 78%

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

Mulenga¹

View full text Add to dashboard Cite

Social media technologies have reshaped our lives today and Zambian teachers do a massive use of smart phones, tablets and other portable tools. In addition, they are continually searching for forefront innovations. Frequently, the utilization of these gadgets is not in manners foreseen by innovation advocates. This study focuses on exploring the use and the impact of such social media technologies in the teaching and learning of mathematics by Zambian pre-service (student) teachers. Globally, many studies have been conducted on the integration and benefits of social media in and out of the classrooms (see e.g. Tess, 2013). However, the global studies cannot be straightforward applied to the Zambian context and this is why we see the need of focusing on Mathematics Education. This study endeavoured to lessen the knowledge gap. Therefore, this study focuses on providing a deep insight into the way social media technologies are influencing the teaching and learning of mathematics at the Copperbelt University (CBU) as well as to identify which paths are open (or closed) to take into account in the future to improve both processes. Thus, a first target of this study is to explore the role social media is playing (and might play) in Mathematics Education via social networking among student teachers. A second target of the research is to explore aspects of university pre-service teachers' related online activities that might motivate them to participate in learning. Lastly, the author wish to open a discussion on the question of whether and how the use of social media tools may have an impression on the set of 21st century skills by both learners and teachers.To explore student teachers' use of social media in their teaching and learning experiences, the author administered an adapted and validated research instrument via a mixed-methods survey system to a sample of 102 pre-service teachers from the Copperbelt University. Analysis of variance and multiple regression analysis were used to test the inter-play of relationships between pre-service teachers' attitudes towards the use of social media based on year of study and gender, social media use and classroom integration, social media use and mathematics pedagogy. Further, a statistical test was run to show whether positive correlations existed or not. K-means cluster analysis was used to organize data into clusters. The goal was to find out how many groups the data will be clustered into and explore the patterns in the data. Results

show abstract

“…And as a result of the study, it can be said that AR will be an education routine because of its usability. In their Study, Cadavieco et al (2012), aimed to propose an app of AR for the specific educational purpose. According to the result of the study, the proposed app will be beneficial for higher education and will provide methodological breakthroughs.…”

Section: Augmented Reality In Mobile Learningmentioning

confidence: 99%

The use of augmented reality in marketing courses

Eru

2017

International Journal of Social Sciences and Education Research

View full text Add to dashboard Cite

The development of the new technological changes in mobile communications and through the use of the internet as mobile, create new communication channels. Based on the development of technology, teaching methods and materials are also changed and improved. Developments in communication technology firstly affect the educational technology through distance learning activities also using mobile tools in education provided the new possibilities. Internet usage with Mobil devices provide the distance learning have been moved to the mobile environment. Mobil education term can be described when using mobile communication tools in educational activities. And the newest mobile learning trend can be described as augmented learning. The study was designed as a theoretical work. The relevant literature has been examined for this purpose. The fact that there is not much work on the use of the augmented reality in marketing courses in the related literature shows the importance of working. It is aimed that the study will be guided by the academicians working on this field.

show abstract

Using Augmented Reality and m-Learning to Optimize Students Performance in Higher Education

Cited by 24 publications

References 25 publications

Approach to M-learning Acceptance Among University Students

Approach to M-learning Acceptance Among University Students

Pre-service mathematics teachers' social media usage and its perceived impact on their personal, academic and teaching careers

The use of augmented reality in marketing courses

Contact Info

Product

Resources

About