Using nature elements in mobile AR for education with children

Alakärppä, Ismo; Jaakkola, Elisa; Väyrynen, Jani; Häkkilä, Jonna

doi:10.1145/3098279.3098547

Cited by 65 publications

(36 citation statements)

References 52 publications

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“…Martinez Zarzuela et al (2013) [55] ES Learn about different animals via an AR quiz game. NatureAR (2017) [56] FI Provides information on and direct interaction with real-world objects utilizing mobile AR and natural objects as markers. Parallel (2015) [57] CA Resolve a mystery using a simulator showing the true behavior of charged particles moving in electric and magnetic fields.…”

Section: Pedagogymentioning

confidence: 99%

“…Mathematics was the most popular subject, including elementary areas such as fractions [34], geometry [52,53] and arithmetics [38]. Topics related to science were also popular, including physics [57], chemistry [61], lab experimentation [44], environment [37,41], and other biological sciences [45,49,55,56]. Four of the reviewed EMARGs [6,42,48,58] aimed to be general-purpose educational tools for learning any topics.…”

Section: Pedagogymentioning

confidence: 99%

“…In another example, HUNT [48] is an AR treasure hunt game that is suggested to be used for educational purposes, but the authors do not show any pedagogical content implementation. Most EMARGs were created for primary school children, to be used in informal pedagogical settings, such as in science centers [61], libraries [60], in nature [41,49,56] or in museums [39,40], thus demonstrating how augmented content can enrich situated learning [64] experiences in authentic contexts. A few games targeted at higher education [57,63] or lifelong learners (i.e., any age group) [50,54,59].…”

Section: Pedagogymentioning

confidence: 99%

“…In two cases, the type of marker was undefined [36,60]. Object recognition, which is typically much harder to do than image recognition, was used in two EMARGs: NatureAR used plants attached to a cardboard [56], and in HUNT any object that has been photographed is applicable [48]. Position-based target tracking was utilized in Luostarinmäki Adventure [54] through the ALVAR AR library with an advanced point cloud technique where the camera view is compared against a previously recorded 3D point cloud of the environment, thus establishing an estimation of the camera's 3D position.…”

Section: Augmented Realitymentioning

confidence: 99%

“…For example, EMARGs that used 3D models may have had animations in them, but I could not always confirm that. [34] n/a n/a Visual, touch screen 3D, animations AR Ole Cierraojos [35] n/a Markers (image) Visual, touch screen 3D, 2D, annotations, animations AR Treasure Hunt [36] AndAR Markers (n/a) Visual 3D AREEF [37] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen, sensors 3D, animations ARmatika [38] n/a Markers (image) Visual, touch screen 3D, annotations ARMuseum [39] n/a Markers (image) Visual, marker manipulation 3D, animations Astrid's spår [40] ARToolkit Markers (fiducial) Visual 3D, 2D, video Calory Battle AR [6] Vuforia SDK Markers (image) Visual, marker manipulation 3D, 2D, annotations, animations Conserv-AR [41] Vuforia SDK Markers (image) Visual 3D, annotations EduPARK [42] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, 2D, annotations Electric Agents [43] n/a Position (sensors) Visual, sensors 2D, animations, annotations Eleftheria et al [44] Vuforia SDK on Unity 3D Markers (image) Visual 3D, animations Furio et al [45] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Furio et al [46] ARToolkitPlus Markers (fiducial) Visual, touch screen, sensors 3D, animations Hsu [47] n/a Markers (image) Visual, touch screen Annotations HUNT [48] Metaio AR Objects Visual, touch screen 2D, video Hwang et al [49] n/a Markers (fiducial) Visual, touch screen 2D, annotations Igpaw [50] Vuforia SDK on Unity 3D Markers (image), sensors Visual, touch screen 3D, annotations Lan [51] Vuforia SDK Markers (image) Visual 3D, animations, annotations Leometry [52] Vuforia SDK on Unity 3D Markers (image) Visual, marker manipulation 3D Lin et al [53] Aurasma Markers (image) Visual 2D, video Luostarinmäki Adventure [54] ALVAR on Unity 3D Position (point cloud) Visual, touch screen 3D, animations, annotations Martinez Zarzuela et al [55] Vuforia SDK on Unity 3D Markers (image) Visual, touch screen 3D, annotations NatureAR [56] Vuforia SDK on Unity 3D Objects Visual, touch screen 3D, animations Parallel [57] n/a Markers (image) Visual, touch screen 3D, animations PasswARG [58] Layar n/a Visual, ...…”

Section: Augmented Realitymentioning

confidence: 99%

See 4 more Smart Citations

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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Augmented reality (AR) has evolved from research projects into mainstream applications that cover diverse fields, such as entertainment, health, business, tourism and education. In particular, AR games, such as Pokémon Go, have contributed to introducing the AR technology to the general public. The proliferation of modern smartphones and tablets with large screens, cameras, and high processing power has ushered in mobile AR applications that can provide context-sensitive content to users whilst freeing them to explore the context. To avoid ambiguity, I define mobile AR as a type of AR where a mobile device (smartphone or tablet) is used to display and interact with virtual content that is overlaid on top of a real-time camera feed of the real world. Beyond being mere entertainment, AR and games have been shown to possess significant affordances for learning. Although previous research has done a decent job of reviewing research on educational AR applications, I identified a need for a comprehensive review on research related to educational mobile AR games (EMARGs). This paper explored the research landscape on EMARGs over the period 2012-2017 through a systematic literature review complemented by two case studies in which the author participated. After a comprehensive literature search and filtering, I analyzed 31 EMARGs from the perspectives of technology, pedagogy, and gaming. Moreover, I presented an analysis of 26 AR platforms that can be used to create mobile AR applications. I then discussed the results in depth and synthesized my interpretations into 13 guidelines for future EMARG developers.

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Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Pedagogymentioning

confidence: 99%

Section: Augmented Realitymentioning

confidence: 99%

Section: Augmented Realitymentioning

confidence: 99%

See 3 more Smart Citations

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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Extended Reality (Xr) Environments

Stanney

Nye

Haddad

et al. 2021

Handbook of Human Factors and Ergonomics

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Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

Yegorina¹,

Armstrong²,

Kravtsov

et al. 2021

Review of Education

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Augmented reality (AR) technology has been gaining a meaningful position in the education sector with multiple subjects’ application to support teaching and learning experiences. Thanks to the advancement of hardware and technological platforms it is becoming easier to adopt AR technology at schools. This study represents a systematic literature review of AR application in the area of science, technology, engineering and mathematics (STEM) education at primary school level with the focus on collaborative and gamified practices applied to mobile application for geometry and geography subjects. The main objective of this paper is to investigate and analyse the main characteristics and state of the art of the AR STEM gamified collaborative applications for geometry and geography in primary education and their efficiency on the teaching and learning process. This study performs qualitative analysis of the content of 97 articles that provide an overview of the relevant mobile applications for this systematic literature review, book chapters and conference articles published from 2010 to 2021. The main contribution of this article is in the area of in‐app augmented collaborative experiences in geometry and geography learning in primary grades for further research and technology development. In addition, an extensive analysis of the existing AR mobile applications from peer reviewed articles for the above‐mentioned subjects is provided in a comparative table.

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Using nature elements in mobile AR for education with children

Cited by 65 publications

References 52 publications

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Extended Reality (Xr) Environments

Multi‐user geometry and geography augmented reality applications for collaborative and gamified STEM learning in primary school

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