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The possibilities of using augmented reality at different levels of education

The members of generation Z in higher education use completely different learning principles for acquiring their knowledge (Tapscott 2001) and education must adapt to this. However, the information society not only has transformed the teaching process (Dessewffy 2019) but at the same time new positions have appeared in the labour market in parallel with it (Uricska 2020). The novelty of the language learning methods we want to study – relying heavily on the use of augmented reality (AR) (Czékmán 2017) and the HY-DE model (Dani 2014) – lies in the fact that they can be used in multimedia environment in accordance with the requirements of digitalization and they also work effectively with mobile devices (e. g. tablets, smartphones) (Traxler 2005; McQuiggan 2015). The national research on the topic also confirmed that digital pedagogy using AR strengthens students’ motivation and develops their digital competence (Fehér et al. 2016; Czékmán et al. 2017).
The research is carried out as a part of the new language strategy maintained by the Department of Foreign Languages for Specific Purposes, Faculty of Law Enforcement, University of Public Service. The research is conducted in the academic years of 2020/2021–2021/2022. The assessment of the usability of law enforcement technical language training is studied in the research among full-time students in ESP classes (N=50). The research has three parts: (1) quantitative research for pretest; (2) classroom research; (3) quantitative research for posttest. The instruments (vocabulary, speaking skills and learning style profile) are used in pre- and posttest as well. Descriptive statistics, correlation studies and difference analyzes are used during the statistical analysis of the results. In the classroom research (experimental and control groups) we assess the professional usability of AR and the HY-DE model and their impact on students’ vocabulary, digital and verbal communication skills. EduARdo - an excellent self-developed AR application - is used for the content consumption and production.
We seek to answer the question how the application of AR and the HY-DE model effect the development of students’ digital and verbal communication. We assume that the students' digital and verbal communication in the target language will develop in a positive way due to the examined language learning methods.
The positive results of the research can also lead to the enhancement of vocabulary, the development of communicative competence, and law enforcement technical language – as a working language – can gain a prominent place in law enforcement training. Students are expected to feel more comfortable in a digital environment where they are challenged to think, solve problems and collaborate, thereby developing the competencies that are essential for the 21st century’s workforce in the labour market and performing law enforcement tasks.

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The possibilities of using augmented reality at different levels of education

  1. 1. Balázs Czékmán Puskas Ferenc primary school University of Debrecen, HTDI, PhD student ICT MasterMinds, MTA-DE Foreign Language Research Group THE POSSIBILITIES OF USING AUGMENTED REALITY AT DIFFERENT LEVELS OF EDUCATION Nóra Barnucz University of Public Service, FLE University of Debrecen, HTDI, PhD student Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  2. 2. The main points of the presentation  Theoretical background  Augmented Reality – The use of AR in public education  The introduction of AR software – The use of AR in higher education  The introduction of the research  Research questions  Hypotheses  Summary Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  3. 3. EDUCATION-WORK-TECHNOLOGY  EDUCATION: The adoption of technology-enhanced learning in higher education as an innovation can enhance the outcomes of teaching and learning or disrupt conventional learning mechanisms (Shen–Ho 2020).  LABOUR MARKET: The information society has not been only transforming the educational process (Desewffy 2019) but at the same time new positions appear in the labour market (Uricska 2020).  TECHNOLOGY: The market of digital devices is growing - at the forefront of mobile devices – their educational use also shows an increasing trend: Artificial Intelligence (AI), Augmented Reality (AR), Virtual Reality (VR) (Grand View Research 2020).  The education must be prepared for this and the current courses and subjects must be adapted to the challenge of the labour market (Pirzada–Khan 2013). Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  4. 4. AUGMENTED REALITY 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 (ThinkMobiles 2019) Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  5. 5. THE USE OF AR IN PUBLIC EDUCATION I.  Projects based on action researches (e. g. Czékmán–Aknai–Fehér 2017; Aknai– Czékmán–Fehér 2016)  content consumption  suitable different pedagogical methods: demonstration, explanation, lecture-based, argumentation, project, play  suitable teaching strategies: frontal teaching method, group work, pair work and individual work Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  6. 6. THE USE OF AR IN PUBLIC EDUCATION I.  content-creation  suitable different pedagogical methods: demonstration, explanation, lecture-based, argumentation, project, play, cooperative learning, simulation, individual teaching method  suitable teaching strategies: frontal teaching method, group work, pair work and individual work  AR contents can be produced by teachers and students  complex competence development Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  7. 7. INTRODUCTION OF THE SOFTWARE I.  The eduARdo (eduardoapp.com) is a Hungarian- developed (Stiefel Interactive) augmented reality software.  It is a mobile application (Android, iOS) with an online administration system developed for teaching and learning purposes.  It offers the possibility of content-consumption which can enhance innovative, active and interactive demonstration. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  8. 8. INTRODUCTION OF THE SOFTWARE II.  The software was developed mainly for creating content. Creation can also happen on mobile devices.  Different AR contents (image, video, 3D-model) are available for teaching and learning. AR contents can be created and used for any subjects and topics of higher education courses.  The created AR contents can be annotated and completed with labels. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  9. 9. RESEARCH I. The aim of the research: to assess the Ss’ digital abilities and the level of professional (digital) communication and to examine their development possibilities in ESP classes. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  10. 10. RESEARCH II. Research support: UPS new language strategy, support of the Rector Council Home Affairs Scientific Council: online and offline teaching-learning methods in practice, their efficiency, effectiveness – topic The title of the study: The use of augmented reality and social media in language teaching and learning – I. place Authors: Nóra Barnucz-Erna Uricska Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  11. 11. RESEARCH III. Members of the research group:  Dr. habil. Bujdosóné Dani Erzsébet – the creator of the HY-DE model, UDE, FI  Czékmán Balázs – ICT researcher, UDE, HDTI doctoral school  The supervisor of the research: Prof. Dr. Patyi András - UPS The topic of the research: The application of AR and the HY-DE model in language teaching with special regard to the English law enforcement. The sections of the research: 1. Quantitative Research – Pre-Test 2. Classroom Research [AR+ HY-DE model (Dani 2014)] 3. Quantitative Research – Post-Test Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  12. 12. RESEARCH IV. (1, 3) Quantitative Research – Pre-Test & Post-Test: A) Vocabulary testing: self-made test B) Communication skills testing: measure the Ss’ communication skill (picture description, listening) C) Felder-Solomon’s learning style questionnaire – meets the criteria of goodness: (1) objectivity, (2) validity, (3) reliability) – Post-test: the questionnaire is supplemented by a panel of 10 questions – Ss’ previous language learning, language learning experience at the university Descriptive statistics, correlations studies and difference analyses will be performed during the statistical analysis of the results. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  13. 13. RESEARCH V. (2) Classroom Research: 7*90 min. ESP classes pre-determined & pre- developed topics N= 45 Experimental Group1: with the use of AR – n=13 Experimental Group2: with the use of AR+HY-DE model – n=12 Control Group: without the use AR+HY-DE model – n=15 Participants of the planned classroom research: full-time Ss, FLE, year of 1-2. Conditions of the research participation: different year; - same teacher; - B2 intermediate language exam Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  14. 14. RESEARCH QUESTIONS  Q1: We study if traditional (paper-based) or internet-based solutions/tools provide better help for Ss in acquiring the professional terminus techniques in ESP classes.  Q2: We research how the use of AR and the HY-DE model affect the development of the Ss’ professional (digital) communication and vocabulary.  Q3: We study what language skills can be developed with the help of digital technology. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  15. 15. HYPOTHESIS The use of digital technology and/or multimedia in the classroom has a positive effect on the development of Ss’ communication and digital competence (Min Pun 2004; Nomass 2013; Borszéki 2019; Barnucz 2019ab). Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  16. 16. SUMMARY  HY-DE model and AR – the role of multimedia tools in education  Focus on the methodological features of the 21st century, the challenges of teaching law enforcement technical language  The research can be a good initiative to formulate proposals for the development of all professional or specialized language teaching in Hungary and to start their application in practice. Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  17. 17. Positive results of the research can be:  The development of general, communicative competencies for the communication in English;  The development of the features of the digital competency.  The research can be a guide:  Ss feel comfortable in such a digital environment where they are challenged;  They are driven to think, solve problems and collaborate  developing the competencies that are essential - labour market and performing police duties Oktatás-Informatika-Pedagógia Konferencia, 12th February 2021
  18. 18. REFERENCES Azuma, R. T. (1997). A survey of augmented reality. Presence (Cambridge, Mass.), 6(4), 355–385. doi:10.1162/pres.1997.6.4.355 Chien-wen Shen, Jung-tsung Ho (2020): Technology-enhanced learning in higher education: A bibliometric analysis with latent semantic approach. https://www.sciencedirect.com/science/article/pii/S0747563219303899 Czékmán Balázs (2017b): Mobiltechnológia a tanórán: oktatási tartalmak, oktatást segítő digitális megoldások. In: Fehér Péter és Aknai Dóra Orsolya (szerk.): I. Mobil eszközök az oktatásban konferencia. Válogatott tanulmányok az I. Mobil eszközök az oktatásban konferenciáról. Debreceni Egyetem Kiadó, Debrecen, 249–254. Czékmán Balázs, Aknai Dóra Orsolya, Fehér Péter (2017): A tartalomelőállítás lehetőségei a virtuális valóság (VR) és a kiterjesztett valóság (AR) oktatási célú alkalmazásai esetében. In: Hülber László, Tamásné Fekete Adrienne (olvasószerkesztő) (szerk.) II. Oktatástervezési és Oktatás-informatikai Konferencia: absztraktkötet. 135 p. Aknai Dóra Orsolya, Czékmán Balázs, Fehér Péter (2016): Kiterjesztett valóság (AR) alkalmazások, használata és készítése az iskolában In: Márhoffer Nikolett, Szekeres Nikoletta, Szücs-Rusznak Karolina (szerk.) Horizontok és dialógusok II. konferencianapok: Absztraktkötet. 181 p. Dani Erzsébet (2014): A kétfázisú HY-DE-modell: a hiper- és mélyfigyelem fázisváltásai a katedrától a hallgatói önfejlesztésig. Informatika a felsőoktatásban 2014 konferencia. https://bit.ly/2XWlvHI GrandViewResearch (2020): Education Technology Market Size, Share & Trends Analysis Report By Sector (Preschool, K-12, Higher Education), By End User (Business, Consumer), By Type, By Region, And Segment Forecasts, 2020 – 2027. https://www.grandviewresearch.com/industry-analysis/education-technology- market Hsiao, T. Y. és Oxford, R. L. (2002): Comparing theories of language learning strategies: A confirmatory factor analysis. Modern Language Journal, 86. 3. sz., 368–383. Oxford, R. L., Cho, Y., Leung, S. és Kim, H. J. (2004): Effect of the presence and difficulty of task on strategy use: An exploratory study. International Review of Applied Linguistics, 42. 1. sz., 1–47. Paivio, A. és Desrochers, A. (1980): A dual coding approach to building memory. Canadian Journal of Psychology, 34. 4. sz., 388–899. DOI: https://doi.org/10.1037/h0081101 Uricska Erna (2020): Közösségi rendészet – közösségi oldalak: Elméleti háttér és a rendészeti digilektus fogalmának bevezetése. Magyar Rendészet, 20. 2. sz. 153-168.
  19. 19. THANK YOU FOR YOUR ATTENTION! Balázs Czékmán balazs.czekman@gmail.com puskas.kispest.hu edumobil.hu Nóra Barnucz barnucz.nora@uni-nke.hu

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