Successfully reported this slideshow.
Your SlideShare is downloading. ×

Studying the application of AR in the classroom from the perspective of situated learning

Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad
Ad

Check these out next

1 of 23 Ad

Studying the application of AR in the classroom from the perspective of situated learning

Download to read offline

Augmented reality (AR) based educational research has received increasing attention over the last two decades at national (Aknai, Fehér & Czékmán 2021; Fehér 2021, 2022) and international level (Herpich et al. 2019). According to Dunleavy & Dede (2014) the effect of learning with AR is based on (1) the theory of situated learning (SL) (Brown, Collins & Duguid 1989) & (2) constructivist learning (CL) (Vygotsky 1978).
The aim is to study (1) how SL has been introduced in AR classes and (2) how the tools of CL have been integrated into the process of pedagogy and methodology. The research has been being carried out in public (teachers n=11) and higher education (instructors n=3). Tools: a questionnaire of teachers, content analysing of the teaching material & the observation of the teachers.
AR fits well with both the theories of SL and CL, as it places the students in a real physical and social context, while it leads, helps and makes the online and/or offline teaching process easier.

Augmented reality (AR) based educational research has received increasing attention over the last two decades at national (Aknai, Fehér & Czékmán 2021; Fehér 2021, 2022) and international level (Herpich et al. 2019). According to Dunleavy & Dede (2014) the effect of learning with AR is based on (1) the theory of situated learning (SL) (Brown, Collins & Duguid 1989) & (2) constructivist learning (CL) (Vygotsky 1978).
The aim is to study (1) how SL has been introduced in AR classes and (2) how the tools of CL have been integrated into the process of pedagogy and methodology. The research has been being carried out in public (teachers n=11) and higher education (instructors n=3). Tools: a questionnaire of teachers, content analysing of the teaching material & the observation of the teachers.
AR fits well with both the theories of SL and CL, as it places the students in a real physical and social context, while it leads, helps and makes the online and/or offline teaching process easier.

Advertisement
Advertisement

More Related Content

More from Balázs Czékmán (20)

Advertisement

Studying the application of AR in the classroom from the perspective of situated learning

  1. 1. STUDYING THE APPLICATION OF AR IN THE CLASSROOM FROM THE PERSPECTIVE OF SITUATED LEARNING Balázs Czékmán, PhD Kispesti Puskás F. primary school IKT MasterMinds Research Group Nóra Barnucz University of Public Service, ESP IKT MasterMinds Research Group
  2. 2. THE DEFINITION OF AR Augmented Reality allows the user to see the real world, with virtual objects superimposed upon or composited with the real world. Therefore, AR supplements reality, rather than completely replacing it (Azuma 1997). Types of AR:  marker less or location-based AR  marker-based AR  superimposition-based AR (Sokhanych 2022) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  3. 3. THE THEORETICAL FRAMEWORK OF AR ■ AR can quickly open up new possibilities for teaching, learning, research and other creative uses (Avila-Garzon et al., 2021) ■ According to Dunleavy & Dede (2014), the learning support effect of AR is based on the theory of situated learning and constructivist learning. ■ Based on Dede's (2008 and 2009) studies, situational learning is important in relation to AR because the focus is on transfers. The meaning of transfer in this case is the application of learned knowledge elements in different situations. International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  4. 4. RESEARCH MODEL OF SL SITUATED LEARNING CHANGE IN MENTAL MODEL THEMATIC FOCUS COGNITIVE ABSORPTION PARTICIPATION SOCIAL STRUCTURE (Goel et al., 2010) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  5. 5. OUR PREVIOUS RESEARCH  Action research according to different projects – Digital Storytelling (e. g. Czékmán–Aknai–Fehér 2017; Aknai–Czékmán–Fehér 2016); positive results  AR – Linux commands – vocational school students; both the experimental and control groups became better; the lack of motivation of the students could not be compensated by the use of AR; neutral results  AR in ESP classes for Law Enforcement; the experimental (AR) group had better results in word acquisition also they had higher motivational level; positive results International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  6. 6. THE DETAILS OF THE RESEARCH  Aim of the research:  Our research aims to explore and investigate the application and characteristics of situated learning.  Methodology: questionnaire  Data collection methods: questionnaire adapted from Goel et al., 2010; 1-5 Likert scale items  Data collection: October, 2022 International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  7. 7. RESEARCH QUESTIONS, HYPOTHESES  Q1: How representative is the application of situated learning (SL) in different learning environments (LE)?  H1: The basic principles of SL are more representative in digital and AR-enhanced digital LE than in traditional LE.  Q2: Are there any differences in the four dimensions of SL based on the different LEs?  H2: The different dimensions of SL are more emphasized in digital and AR- enhanced digital LE than in traditional LE. International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  8. 8. SAMPLE Teachers (N=29) N % years spent with teaching younger than 29 0 0 0 30-39 yrs 6 20 11 40-49 yrs 9 30 21 50-59 yrs 14 46,7 28 over 60 1 3,3 40 total 30 100,0 23 International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 3 4 14 18 8 higher education secondary school upper primary lower pirmary kindergarten
  9. 9. THE USE OF AR 1-3 yrs; 53,3% 4 or more yrs; 46,7% occasionally; 70% 10-20% of the classes; 23,3% 30-50% of the classes; 6,6% The duration of the use of AR The frequency of the use of AR International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  10. 10. MEANINGFUL SITUATIONS the connection of learning to meaningful, real-world situations (ANOVA: non-significant) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 4,07 4,37 4,50 traditional LE digital LE AR enhanced digital LE
  11. 11. 4,07 4,40 4,27 traditional LE digital LE AR enhanced digital LE MOTIVATION High-level student motivation International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (ANOVA: non-significant)
  12. 12. INTERACTIONS students’ interactions, collaborative / cooperative knowledge building International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (ANOVA: non-significant) 4,33 4,50 4,50 traditional LE digital LE AR enhanced digital LE
  13. 13. TEACHERS’ ROLE teacher is in a facilitator role International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (ANOVA: non-significant) 3,73 4,30 4,23 traditional LE digital LE AR enhanced digital LE
  14. 14. 3,63 3,80 3,93 traditional LE digital LE AR enhanced digital LE ASSESSMENT mainly formative assessment instead of summative International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (ANOVA: non-significant)
  15. 15. INDEX OF SITUATED LEARNING 3,97 4,27 4,29 traditional LE digital LE AR enhanced digital LE situated learning in different learning environments - TOTAL International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (ANOVA: non-significant)
  16. 16. THEMATIC FOCUS group communication, different mental models  synthesizing differences  common understanding International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. (*ANOVA: significant) 3,33 4,07 4,27 traditional LE digital LE AR enhanced digital LE
  17. 17. COGNITIVE ABSORPTION Apart from extrinsic motivation, a person’s intrinsic motivation may guide his learning process.  key element of situated learning. (*ANOVA: significant) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 3,68 4,57 4,66 traditional LE digital LE AR enhanced digital LE
  18. 18. PARTICIPATION Participation is when an individual engages in social interaction, shows interest in others’ points of view during the learning activity. (*ANOVA: significant) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 3,37 4,17* 4,28* traditional LE digital LE AR enhanced digital LE
  19. 19. SOCIAL STRUCTURE Social structure is the pattern of relationships between and amongst individuals as they relate to other members of a group during a learning activity. (*ANOVA: significant) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 4,13 4,49* 4,41* traditional LE digital LE AR enhanced digital LE
  20. 20. MENTAL MODEL BUILDING mental model theory describes how learning is cognitively processed  change in students’ knowledge (*ANOVA: significant) International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022. 3,75 4,55* 4,53* traditional LE digital LE AR enhanced digital LE
  21. 21. CONCLUSION  AR can offer new possibilities for teaching and learning.  Situated learning may be a proper framework for AR.  H1: SL is more representative in digital and AR-enhanced digital LE than in traditional LE. It is more likely to be, but non-significant.  H2: The different dimensions of SL are higher in digital and AR- enhanced digital LE than in traditional LE. It is true and has been proven by ANOVA statistics. International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.
  22. 22. THANK YOU FOR YOUR ATTENTION! Balázs Czékmán, PhD Kispesti Puskás F. primary school IKT MasterMinds Research Group balazs.czekman@gmail.com Nóra Barnucz University of Public Service, FLE ESP IKT MasterMinds Research Group barnucz.nora@uni-nke.hu
  23. 23. ■ Aknai, D. O., Czékmán, B., & Fehér, P. (2016a). Kiterjesztett valóság (AR) alkalmazások használata és készítése – lehetőségek a tartalomba-ágyazott, integrált kompetenciafejlesztésre. In L. Hülber (Szerk.), I. Oktatásszervezési és Oktatásinformatikai Konferencia [elektronikus dok.] (o. 37–37). Líceum Kiadó; MTMT. https://m2.mtmt.hu/api/publication/3071974 ■ Aknai, D. O., Czékmán, B., & Fehér, P. (2016b). Kiterjesztett valóság (AR) alkalmazások, használata és készítése az iskolában. In N. Márhoffer, N. Szekeres, & K. Rusznak (Szerk.), Horizontok és dialógusok II. konferencianapok (o. 22–23). Pécsi Tudományegyetem Bölcsészettudományi Kar Neveléstudományi Intézet; MTMT. https://m2.mtmt.hu/api/publication/3072616 ■ Avila-Garzon, C., Bacca-Acosta, J., Kinshuk, D., Duarte, J., & Betancourt, J. (2021). Augmented Reality in Education: An Overview of Twenty-Five Years of Research. Contemporary Educational Technology, 13. https://doi.org/10.30935/cedtech/10865 ■ Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385. https://doi.org/10.1162/pres.1997.6.4.355 ■ Czékmán, B., Aknai, D. O., & Fehér, P. (2017). A tartalomelőállítás lehetőségei a virtuális valóság (VR) és a kiterjesztett valóság (AR) oktatási célú alkalmazásai esetében. In L. Hülber & A. Tamásné Fekete (Szerk.), II. Oktatástervezési és Oktatás-informatikai Konferencia (o. 39–40). Líceum Kiadó; MTMT. https://m2.mtmt.hu/api/publication/3179823 ■ Dede, C. (2008). Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning. In J. Voogt & G. Knezek (Szerk.), International Handbook of Information Technology in Primary and Secondary Education (o. 43–62). Springer US. https://doi.org/10.1007/978-0-387-73315-9_3 ■ Dunleavy, M., & Dede, C. (2014). Augmented Reality Teaching and Learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Szerk.), Handbook of Research on Educational Communications and Technology (o. 735–745). Springer New York. https://doi.org/10.1007/978- 1-4614-3185-5_59 ■ Goel, L., Johnson, N., Junglas, I., & Ives, B. (2010). Situated Learning: Conceptualization and Measurement. Decision Sciences Journal of Innovative Education, 8(1), 215–240. https://doi.org/10.1111/j.1540-4609.2009.00252.x ■ Immersive Interfaces for Engagement and Learning | Science. (é. n.). Elérés 2022. november 2., forrás https://www.science.org/doi/10.1126/science.1167311 ■ Sokhanych, A. (2017, június 8). What is Augmented Reality technology and how does AR work—2022. Thinkmobiles. https://thinkmobiles.com/blog/what-is-augmented-reality/ REFERENCES

×