Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students

Shelton, Brett E.; Hedley, Nick

doi:10.1109/art.2002.1106948

Cited by 288 publications

(218 citation statements)

References 3 publications

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“…11. The universe view satisfies learning goal (4). This improves learners' knowledge regarding the mechanism of solar diurnal motions.…”

Section: F M-vsar For Solar Observationmentioning

confidence: 90%

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Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Tian¹,

Endo²,

Urata³

et al. 2014

IJCTE

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Abstract-Observational-based learning (OBL) can improve learners' understanding of astronomical phenomena, such as the lunar phases or solar diurnal motion. This paper introduces the multi-viewpoint smartphone AR-based (M-VSAR) learning system for constructing an OBL environment for astronomical observation. We apply this concept to two learning systems: a solar observation system and a lunar observation system. We illustrate how an M-VSAR system can enhance a learner's interest in and learning of astronomical phenomena.

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“…11. The universe view satisfies learning goal (4). This improves learners' knowledge regarding the mechanism of solar diurnal motions.…”

Section: F M-vsar For Solar Observationmentioning

confidence: 90%

“…The main advantages of using virtual objects are that they can be animated, respond to user actions, and are not constrained by the costs, time, and practical or physical limitations of real objects. These factors make AR a powerful tool in astronomy education [4], [5].…”

Section: Related Workmentioning

confidence: 99%

Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Tian¹,

Endo²,

Urata³

et al. 2014

IJCTE

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“…As the innovative aspect is the AR, in the rest of this section, we cite a few AR systems that were developed previously for learning. For desktop computers, there are different subjects that can be studied: volcanoes (Woods et al, 2004); dinosaurs (Bimber et al, 2001); the relation between the earth and the sun (Shelton & Hedley, 2002); mathematics and geometry (Kaufmann, 2004); how to play billiards (Larsen et al, 2005); organic chemistry (Fjeld et al, 2007); the interior of the human body (Juan et al, 2008); or endangered animals (Juan et al, 2010(Juan et al, , 2011a. For handheld devices, several educational AR applications have also been presented for learning different subjects: heritage temples (Wang et al, 2009); math and literacy skills (O'Shea et al, 2009); or how to recycle (Juan et al, 2011b).…”

Section: Motivation and Objectivesmentioning

confidence: 99%

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Furió

González-Gancedo

Juan

et al. 2013

Computers & Education

154

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ElsevierFurió Ferri, D.; González Gancedo, S.; Juan, M.; Seguí, I.; Rando, N. (2013). Evaluation of learning outcomes using an educational iPhone game vs. traditional game. Computers and Education. 64:1-23. doi:10.1016/j.compedu.2012.12 AbstractIn this paper, we present an initial study to determine the subject preferences for educational computer games for children, in which 150 education professionals participated. From the results of this first study, we have developed an iPhone game for transmitting knowledge as part of multiculturalism, solidarity and tolerance following established learning theories, several design principles, and the objectives and competences of the Spanish law for primary education. We also report on a second study to determine whether the iPhone game has better learning outcomes than a traditional game by analyzing the participation of 84 children ranging in age from 8 to 10 years old. The frequency of playing with consoles or computer games was also taken into account in this second study, and the worldwide trend of previous studies has been corroborated. For learning outcomes, the results did not show significant differences between the two groups. However, 96% of the children indicated that they would like to play with the iPhone game again, and 90% indicated that they preferred the experience with the iPhone game over the traditional one. From these results, we can conclude that the children achieved similar knowledge improvements using both the autonomous game (iPhone game) and the custom, guided game (traditional game). This could facilitate versatility in the learning process since the learning activity could be performed at any place and time without requiring supervision. Therefore, it could be a useful tool in the learning process and help teachers to fulfill students' training needs.

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“…Primarily in K-12 environments, the teacher may facilitate the learning process, co-learn with students, or evaluate the final project. According to Shelton, to create more cognitively beneficial student engagement teachers need to find new ways of representing spatial relationships [6] . The exploration into novel areas using AR offers a new way for teachers to deliver abstract concepts to students.…”

Section: Teacher Rolesmentioning

confidence: 99%

“…The unique affordances of AR include the greater fidelity of real world environments, the ability of team members to talk face-to-face on multiple dimensions, and the capacity to promote kinesthetic learning through rich spatial contexts [6] .…”

Section: Content Outcomesmentioning

confidence: 99%

Situating Augmented Reality in the K-12 Classroom

Brown

Collins

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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National dialogue and scholarly research illustrate the need for science, math, technology, and engineering (STEM) innovations in K-12 environments [1] . President Barack Obama affirms this need by stating, "… Leadership tomorrow depends on how we educate our students todayespecially in STEM." In response, there has been an increased use of technology in the K-12 classroom setting to stimulate interest in STEM fields, e.g. [2] . One way technology is introduced in the K-12 classroom is through collaborations with post-secondary education. In engineering, faculty and graduate students often engage in outreach activities with K-12 to increase student exposure and understanding of engineering to promote the engineering career pathway.Considering the breadth and depth of engineering, various technologies have been introduced to enhance content delivery and further improve the student learning experience. One application of technology that has been used in K-12 settings is augmented reality (AR). AR technologies project virtual objects onto real world scenes. For example, Construct3D is an application designed to deliver mathematics and geometry concepts to high school students through augmented construction scenarios. Although Construct3D researchers cited improvements in students' spatial skills, robust conclusions about the impact on learning could not be drawn because the application lacked a theoretical basis in educational research. Similarly current AR application literature highlights researchers attempts to evaluate and measure student learning in AR applications with little basis in learning science or educational psychology literature [3] . Research is needed to better understand how different learning theories can be used to inform implementation of AR applications in K-12 environments. Doing so, allows researchers to consider the teacher's and student's role when evaluating the usefulness of AR applications.One explanation for the design of AR applications with little basis in learning theory is the disciplined focused training of post-secondary engineers. Engineering faculty and students have great technical depth in an engineering discipline but sometimes lack training in educational research. This knowledge differential may lead to the design of technology interventions that are not embedded in concepts of knowing and learning. It is important to acknowledge that as the field of engineering education matures, post-secondary engineering faculty are gaining more exposure to educational research studies guided by various learning theories. Even so, because there is a great deal of focus on bringing technology into the classroom and engineering faculty are involved in curriculum design and engineering outreach content, it is crucial that the instructional design supported by AR applications be based on learning theory [4] .Engineering education researchers, Newstetter and Svinicki [4] , offer engineering faculty and graduate students a "primer" of three conceptual frameworks that present learning theory t...

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Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students

Cited by 288 publications

References 3 publications

Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Multi-Viewpoint Smartphone AR-Based Learning System for Astronomical Observation

Evaluation of learning outcomes using an educational iPhone game vs. traditional game

Situating Augmented Reality in the K-12 Classroom

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