SlideShare a Scribd company logo

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.

1 of 19
Download to read offline
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
THANK YOU FOR
YOUR ATTENTION!
Balázs Czékmán
balazs.czekman@gmail.com
puskas.kispest.hu
edumobil.hu
Nóra Barnucz
barnucz.nora@uni-nke.hu

Recommended

A Tablet Research: Changes in Teachers’ General Digital Competences and Mobil...
A Tablet Research: Changes in Teachers’ General Digital Competences and Mobil...A Tablet Research: Changes in Teachers’ General Digital Competences and Mobil...
A Tablet Research: Changes in Teachers’ General Digital Competences and Mobil...Balázs Czékmán
 
Action Research by Lilibeth M. Biscayda
Action Research by Lilibeth M. BiscaydaAction Research by Lilibeth M. Biscayda
Action Research by Lilibeth M. BiscaydaLilibeth Biscayda
 
Effects of Multimedia in Teaching Science Implication to Practice in Secondar...
Effects of Multimedia in Teaching Science Implication to Practice in Secondar...Effects of Multimedia in Teaching Science Implication to Practice in Secondar...
Effects of Multimedia in Teaching Science Implication to Practice in Secondar...ijtsrd
 
Teoria suunnittelu a_otvt
Teoria suunnittelu a_otvtTeoria suunnittelu a_otvt
Teoria suunnittelu a_otvtJari Laru
 
Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutki...
Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutki...Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutki...
Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutki...Jari Laru
 
Much Ado about Digital Content
Much Ado about Digital ContentMuch Ado about Digital Content
Much Ado about Digital ContentJulie Evans
 
Effect of Computer-Based Video Games on Children: An Experimental Study
Effect of Computer-Based Video Games on Children: An Experimental StudyEffect of Computer-Based Video Games on Children: An Experimental Study
Effect of Computer-Based Video Games on Children: An Experimental Studyshaimaa88
 

More Related Content

What's hot

Successful Mobile Strategies 2012
Successful Mobile Strategies 2012Successful Mobile Strategies 2012
Successful Mobile Strategies 2012Julie Evans
 
“Using Technology to Promote Student Success: The New Student Vision for 21st...
“Using Technology to Promote Student Success: The New Student Vision for 21st...“Using Technology to Promote Student Success: The New Student Vision for 21st...
“Using Technology to Promote Student Success: The New Student Vision for 21st...Julie Evans
 
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...Jari Laru
 
Mobile learning: Does it make a difference -VITTA Nov 2010
Mobile learning: Does it make a difference -VITTA Nov 2010Mobile learning: Does it make a difference -VITTA Nov 2010
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
 
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?Julie Evans
 
Mobile Devices + Social Media = Engaged and Empowered Learners
Mobile Devices + Social Media = Engaged and Empowered LearnersMobile Devices + Social Media = Engaged and Empowered Learners
Mobile Devices + Social Media = Engaged and Empowered LearnersJulie Evans
 
Learning in the 21st Century: Mobile + Social Media = Personalized Learning
Learning in the 21st Century: Mobile + Social Media = Personalized LearningLearning in the 21st Century: Mobile + Social Media = Personalized Learning
Learning in the 21st Century: Mobile + Social Media = Personalized LearningJulie Evans
 
Personalizing Learning: New Speak Up Finding
Personalizing Learning: New Speak Up FindingPersonalizing Learning: New Speak Up Finding
Personalizing Learning: New Speak Up FindingJulie Evans
 
(figures inserted)Online and In Class Applications of Neurobiological Animati...
(figures inserted)Online and In Class Applications of Neurobiological Animati...(figures inserted)Online and In Class Applications of Neurobiological Animati...
(figures inserted)Online and In Class Applications of Neurobiological Animati...Jenny Z. Xu
 
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...Jari Laru
 
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...Zhang,yixin investigating effectiveness of using handheld computers nftej v21...
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...William Kritsonis
 
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...Julie Evans
 
A Caldwell
A CaldwellA Caldwell
A Caldwellmk456
 
Students Speak Up: what everyone should know about students and digital learning
Students Speak Up: what everyone should know about students and digital learningStudents Speak Up: what everyone should know about students and digital learning
Students Speak Up: what everyone should know about students and digital learningJulie Evans
 
The New "Free Agent Learner"
The New "Free Agent Learner"The New "Free Agent Learner"
The New "Free Agent Learner"Julie Evans
 
Creating Virtual Communities of Practice with the Visual Social Media Platfor...
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Creating Virtual Communities of Practice with the Visual Social Media Platfor...
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
 
A New Vision for 21st Century Learning: Speak Up 2012 Findings
A New Vision for 21st Century Learning: Speak Up 2012 FindingsA New Vision for 21st Century Learning: Speak Up 2012 Findings
A New Vision for 21st Century Learning: Speak Up 2012 FindingsJulie Evans
 
Word testi a.m
Word testi a.mWord testi a.m
Word testi a.mAnnneli
 
Texas 2013 Speak Up Promo
Texas 2013 Speak Up PromoTexas 2013 Speak Up Promo
Texas 2013 Speak Up PromoJulie Evans
 

What's hot (20)

Successful Mobile Strategies 2012
Successful Mobile Strategies 2012Successful Mobile Strategies 2012
Successful Mobile Strategies 2012
 
“Using Technology to Promote Student Success: The New Student Vision for 21st...
“Using Technology to Promote Student Success: The New Student Vision for 21st...“Using Technology to Promote Student Success: The New Student Vision for 21st...
“Using Technology to Promote Student Success: The New Student Vision for 21st...
 
Ict essay
Ict essay Ict essay
Ict essay
 
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
Digitaaliset välineet opetuksessa ja oppimisessa opettajankoulutuksen konteks...
 
Mobile learning: Does it make a difference -VITTA Nov 2010
Mobile learning: Does it make a difference -VITTA Nov 2010Mobile learning: Does it make a difference -VITTA Nov 2010
Mobile learning: Does it make a difference -VITTA Nov 2010
 
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?
Coming Soon to Campus: The New "Free Agent" Learner - Are You Ready?
 
Mobile Devices + Social Media = Engaged and Empowered Learners
Mobile Devices + Social Media = Engaged and Empowered LearnersMobile Devices + Social Media = Engaged and Empowered Learners
Mobile Devices + Social Media = Engaged and Empowered Learners
 
Learning in the 21st Century: Mobile + Social Media = Personalized Learning
Learning in the 21st Century: Mobile + Social Media = Personalized LearningLearning in the 21st Century: Mobile + Social Media = Personalized Learning
Learning in the 21st Century: Mobile + Social Media = Personalized Learning
 
Personalizing Learning: New Speak Up Finding
Personalizing Learning: New Speak Up FindingPersonalizing Learning: New Speak Up Finding
Personalizing Learning: New Speak Up Finding
 
(figures inserted)Online and In Class Applications of Neurobiological Animati...
(figures inserted)Online and In Class Applications of Neurobiological Animati...(figures inserted)Online and In Class Applications of Neurobiological Animati...
(figures inserted)Online and In Class Applications of Neurobiological Animati...
 
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...
Mobiililaitteilla tuettu oppiminen (BYOD): miten suunnitella tämän vuosisadan...
 
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...Zhang,yixin investigating effectiveness of using handheld computers nftej v21...
Zhang,yixin investigating effectiveness of using handheld computers nftej v21...
 
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...
Mobile Learning and Social Media Use – Views of Ohio’s K-12 Students, Parents...
 
A Caldwell
A CaldwellA Caldwell
A Caldwell
 
Students Speak Up: what everyone should know about students and digital learning
Students Speak Up: what everyone should know about students and digital learningStudents Speak Up: what everyone should know about students and digital learning
Students Speak Up: what everyone should know about students and digital learning
 
The New "Free Agent Learner"
The New "Free Agent Learner"The New "Free Agent Learner"
The New "Free Agent Learner"
 
Creating Virtual Communities of Practice with the Visual Social Media Platfor...
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Creating Virtual Communities of Practice with the Visual Social Media Platfor...
Creating Virtual Communities of Practice with the Visual Social Media Platfor...
 
A New Vision for 21st Century Learning: Speak Up 2012 Findings
A New Vision for 21st Century Learning: Speak Up 2012 FindingsA New Vision for 21st Century Learning: Speak Up 2012 Findings
A New Vision for 21st Century Learning: Speak Up 2012 Findings
 
Word testi a.m
Word testi a.mWord testi a.m
Word testi a.m
 
Texas 2013 Speak Up Promo
Texas 2013 Speak Up PromoTexas 2013 Speak Up Promo
Texas 2013 Speak Up Promo
 

Similar to The possibilities of using augmented reality at different levels of education

Studying the application of AR in the classroom from the perspective of situa...
Studying the application of AR in the classroom from the perspective of situa...Studying the application of AR in the classroom from the perspective of situa...
Studying the application of AR in the classroom from the perspective of situa...Balázs Czékmán
 
Futuro da tecnologia instrucional
Futuro da tecnologia instrucionalFuturo da tecnologia instrucional
Futuro da tecnologia instrucionalCaroline Dibe
 
Nmc ed 480 using technology as a remedial resource to improve 042512
Nmc ed 480 using technology as a remedial resource to improve 042512Nmc ed 480 using technology as a remedial resource to improve 042512
Nmc ed 480 using technology as a remedial resource to improve 042512Misael Talon
 
E-Learning in Maths - Research, practical tips and discussion
E-Learning in Maths - Research, practical tips and discussionE-Learning in Maths - Research, practical tips and discussion
E-Learning in Maths - Research, practical tips and discussionStephen McConnachie
 
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...Scott Donald
 
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...DaviniaHERNANDEZLEO
 
Olaf Zawacki-Richter - Research trends in ODDE
Olaf Zawacki-Richter - Research trends in ODDEOlaf Zawacki-Richter - Research trends in ODDE
Olaf Zawacki-Richter - Research trends in ODDEEADTU
 
Visual data-enriched design technology for blended learning
Visual data-enriched design technology for blended learningVisual data-enriched design technology for blended learning
Visual data-enriched design technology for blended learningLaia Albó
 
Challengesof blended learning
Challengesof blended learningChallengesof blended learning
Challengesof blended learningRhona Sharpe
 
Daviniahl@vtintroduction
Daviniahl@vtintroductionDaviniahl@vtintroduction
Daviniahl@vtintroductiondavinia.hl
 
CSEDU2012 presentation
CSEDU2012 presentationCSEDU2012 presentation
CSEDU2012 presentationTRACER
 
Research proposal 1
Research proposal 1Research proposal 1
Research proposal 1Ali Yah
 
Research proposal 1
Research proposal 1Research proposal 1
Research proposal 1Ali Yah
 
From Digital essays to the formal model, building the capability of digital n...
From Digital essays to the formal model, building the capability of digital n...From Digital essays to the formal model, building the capability of digital n...
From Digital essays to the formal model, building the capability of digital n...ftip002
 
Online educational environments and ICT tools in higher education
Online educational environments and ICT tools in higher educationOnline educational environments and ICT tools in higher education
Online educational environments and ICT tools in higher educationBalazs Pankasz
 
Child Education Through Animation: An Experimental Study
Child Education Through Animation: An Experimental Study Child Education Through Animation: An Experimental Study
Child Education Through Animation: An Experimental Study ijcga
 
The road from little Media via Big Media to Community Media
The road from little Media via Big Media to Community MediaThe road from little Media via Big Media to Community Media
The road from little Media via Big Media to Community MediaEszterhazy Karoly University
 
21st Century Language Learning and Teaching Implementation Of ICT-Oriented L...
21st Century Language Learning and Teaching  Implementation Of ICT-Oriented L...21st Century Language Learning and Teaching  Implementation Of ICT-Oriented L...
21st Century Language Learning and Teaching Implementation Of ICT-Oriented L...Rhonda Cetnar
 
Developing a Computer-Assisted Instruction Model for Vocational High Schools
Developing a Computer-Assisted Instruction Model for Vocational High SchoolsDeveloping a Computer-Assisted Instruction Model for Vocational High Schools
Developing a Computer-Assisted Instruction Model for Vocational High Schoolsinventy
 

Similar to The possibilities of using augmented reality at different levels of education (20)

Studying the application of AR in the classroom from the perspective of situa...
Studying the application of AR in the classroom from the perspective of situa...Studying the application of AR in the classroom from the perspective of situa...
Studying the application of AR in the classroom from the perspective of situa...
 
Futuro da tecnologia instrucional
Futuro da tecnologia instrucionalFuturo da tecnologia instrucional
Futuro da tecnologia instrucional
 
Nmc ed 480 using technology as a remedial resource to improve 042512
Nmc ed 480 using technology as a remedial resource to improve 042512Nmc ed 480 using technology as a remedial resource to improve 042512
Nmc ed 480 using technology as a remedial resource to improve 042512
 
E-Learning in Maths - Research, practical tips and discussion
E-Learning in Maths - Research, practical tips and discussionE-Learning in Maths - Research, practical tips and discussion
E-Learning in Maths - Research, practical tips and discussion
 
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...
Analysis Of The Effect Of Use Of Web 2.0 Tools In Online Science Courses On S...
 
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...
eutopia-seminar-Paris-2023-Learning design technologies- supporting collectiv...
 
Olaf Zawacki-Richter - Research trends in ODDE
Olaf Zawacki-Richter - Research trends in ODDEOlaf Zawacki-Richter - Research trends in ODDE
Olaf Zawacki-Richter - Research trends in ODDE
 
Visual data-enriched design technology for blended learning
Visual data-enriched design technology for blended learningVisual data-enriched design technology for blended learning
Visual data-enriched design technology for blended learning
 
Challengesof blended learning
Challengesof blended learningChallengesof blended learning
Challengesof blended learning
 
Daviniahl@vtintroduction
Daviniahl@vtintroductionDaviniahl@vtintroduction
Daviniahl@vtintroduction
 
CSEDU2012 presentation
CSEDU2012 presentationCSEDU2012 presentation
CSEDU2012 presentation
 
Research proposal 1
Research proposal 1Research proposal 1
Research proposal 1
 
Research proposal 1
Research proposal 1Research proposal 1
Research proposal 1
 
From Digital essays to the formal model, building the capability of digital n...
From Digital essays to the formal model, building the capability of digital n...From Digital essays to the formal model, building the capability of digital n...
From Digital essays to the formal model, building the capability of digital n...
 
Online educational environments and ICT tools in higher education
Online educational environments and ICT tools in higher educationOnline educational environments and ICT tools in higher education
Online educational environments and ICT tools in higher education
 
Child Education Through Animation: An Experimental Study
Child Education Through Animation: An Experimental Study Child Education Through Animation: An Experimental Study
Child Education Through Animation: An Experimental Study
 
The road from little Media via Big Media to Community Media
The road from little Media via Big Media to Community MediaThe road from little Media via Big Media to Community Media
The road from little Media via Big Media to Community Media
 
21st Century Language Learning and Teaching Implementation Of ICT-Oriented L...
21st Century Language Learning and Teaching  Implementation Of ICT-Oriented L...21st Century Language Learning and Teaching  Implementation Of ICT-Oriented L...
21st Century Language Learning and Teaching Implementation Of ICT-Oriented L...
 
Developing a Computer-Assisted Instruction Model for Vocational High Schools
Developing a Computer-Assisted Instruction Model for Vocational High SchoolsDeveloping a Computer-Assisted Instruction Model for Vocational High Schools
Developing a Computer-Assisted Instruction Model for Vocational High Schools
 
RRL-2.docx
RRL-2.docxRRL-2.docx
RRL-2.docx
 

More from Balázs Czékmán

Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláiban
Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláibanIskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláiban
Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláibanBalázs Czékmán
 
Educational Robotics in Primary Schools: Institutional Conditions and Student...
Educational Robotics in Primary Schools: Institutional Conditions and Student...Educational Robotics in Primary Schools: Institutional Conditions and Student...
Educational Robotics in Primary Schools: Institutional Conditions and Student...Balázs Czékmán
 
A programozás (robotika) tanulásának körülményei általános iskolában
A programozás (robotika) tanulásának körülményei általános iskolábanA programozás (robotika) tanulásának körülményei általános iskolában
A programozás (robotika) tanulásának körülményei általános iskolábanBalázs Czékmán
 
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...Balázs Czékmán
 
Történetek blokkokban – Kódolással támogatott digitális történetmesélés
Történetek blokkokban – Kódolással támogatott digitális történetmesélésTörténetek blokkokban – Kódolással támogatott digitális történetmesélés
Történetek blokkokban – Kódolással támogatott digitális történetmesélésBalázs Czékmán
 
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalatai
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalataiTanulók tabletes oktatáshoz való viszonyulása, tapasztalatai
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalataiBalázs Czékmán
 
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?Balázs Czékmán
 
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalatai
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalataiPedagógusok tabletes oktatáshoz való viszonyulása, tapasztalatai
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalataiBalázs Czékmán
 
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...Balázs Czékmán
 
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásai
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásaiA tabletek tanórai használatának pedagógiai-módszertani vonatkozásai
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásaiBalázs Czékmán
 
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjein
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjeinA kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjein
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjeinBalázs Czékmán
 
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrében
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrébenPedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrében
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrébenBalázs Czékmán
 
Tabletek az oktatásban: az intézményi szintű alkalmazás infrastrukturális fe...
Tabletek az oktatásban: az intézményi szintű alkalmazás  infrastrukturális fe...Tabletek az oktatásban: az intézményi szintű alkalmazás  infrastrukturális fe...
Tabletek az oktatásban: az intézményi szintű alkalmazás infrastrukturális fe...Balázs Czékmán
 
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...Balázs Czékmán
 
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...Balázs Czékmán
 
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...Balázs Czékmán
 
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanórán
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanóránJáték-alapú tanulás és technológia: A Seppo alkalmazása tanórán
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanóránBalázs Czékmán
 
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...Balázs Czékmán
 
Tabletek a pedagógia szemszögéből: mi történik tanórán?
Tabletek a pedagógia szemszögéből: mi történik tanórán?Tabletek a pedagógia szemszögéből: mi történik tanórán?
Tabletek a pedagógia szemszögéből: mi történik tanórán?Balázs Czékmán
 
Fuss a következő szintre! Okos eszközök használata a sportpedagógiában
Fuss a következő szintre! Okos eszközök használata a sportpedagógiábanFuss a következő szintre! Okos eszközök használata a sportpedagógiában
Fuss a következő szintre! Okos eszközök használata a sportpedagógiábanBalázs Czékmán
 

More from Balázs Czékmán (20)

Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláiban
Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláibanIskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláiban
Iskolák digitális érettségének vizsgálata egy budapesti tankerület iskoláiban
 
Educational Robotics in Primary Schools: Institutional Conditions and Student...
Educational Robotics in Primary Schools: Institutional Conditions and Student...Educational Robotics in Primary Schools: Institutional Conditions and Student...
Educational Robotics in Primary Schools: Institutional Conditions and Student...
 
A programozás (robotika) tanulásának körülményei általános iskolában
A programozás (robotika) tanulásának körülményei általános iskolábanA programozás (robotika) tanulásának körülményei általános iskolában
A programozás (robotika) tanulásának körülményei általános iskolában
 
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...
A kiterjesztett valóság tanórai használatának vizsgálata a szituatív tanulás ...
 
Történetek blokkokban – Kódolással támogatott digitális történetmesélés
Történetek blokkokban – Kódolással támogatott digitális történetmesélésTörténetek blokkokban – Kódolással támogatott digitális történetmesélés
Történetek blokkokban – Kódolással támogatott digitális történetmesélés
 
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalatai
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalataiTanulók tabletes oktatáshoz való viszonyulása, tapasztalatai
Tanulók tabletes oktatáshoz való viszonyulása, tapasztalatai
 
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?
Tanulók, tanulás, mobil eszközök: mivel? mennyit? hol?
 
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalatai
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalataiPedagógusok tabletes oktatáshoz való viszonyulása, tapasztalatai
Pedagógusok tabletes oktatáshoz való viszonyulása, tapasztalatai
 
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...
A tablettel támogatott tanulási környezet hatása a tanulók idegennyelvi tudás...
 
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásai
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásaiA tabletek tanórai használatának pedagógiai-módszertani vonatkozásai
A tabletek tanórai használatának pedagógiai-módszertani vonatkozásai
 
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjein
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjeinA kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjein
A kiterjesztett valóság alkalmazási lehetőségei az oktatás különböző szintjein
 
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrében
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrébenPedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrében
Pedagógusok mobil eszköz-használati háttere egy tabletes kutatás tükrében
 
Tabletek az oktatásban: az intézményi szintű alkalmazás infrastrukturális fe...
Tabletek az oktatásban: az intézményi szintű alkalmazás  infrastrukturális fe...Tabletek az oktatásban: az intézményi szintű alkalmazás  infrastrukturális fe...
Tabletek az oktatásban: az intézményi szintű alkalmazás infrastrukturális fe...
 
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...
Pedagógusok általános digitális és mobil eszköz-használati kompetenciáinak vá...
 
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...
Játékos tabletek, tabletes játékok alsó tagozaton. Playing with tablets in lo...
 
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...
A technológia tanórai alkalmazásának szintjei: az SAMR-modell lehetőségei a t...
 
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanórán
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanóránJáték-alapú tanulás és technológia: A Seppo alkalmazása tanórán
Játék-alapú tanulás és technológia: A Seppo alkalmazása tanórán
 
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...
Idegennyelv-tanulás tabletekkel: tapasztalatok egy készülő digitális tananyag...
 
Tabletek a pedagógia szemszögéből: mi történik tanórán?
Tabletek a pedagógia szemszögéből: mi történik tanórán?Tabletek a pedagógia szemszögéből: mi történik tanórán?
Tabletek a pedagógia szemszögéből: mi történik tanórán?
 
Fuss a következő szintre! Okos eszközök használata a sportpedagógiában
Fuss a következő szintre! Okos eszközök használata a sportpedagógiábanFuss a következő szintre! Okos eszközök használata a sportpedagógiában
Fuss a következő szintre! Okos eszközök használata a sportpedagógiában
 

Recently uploaded

Andreas Schleicher_ Strengthening Upper Secondary Education in Lithuania
Andreas Schleicher_ Strengthening Upper Secondary  Education in LithuaniaAndreas Schleicher_ Strengthening Upper Secondary  Education in Lithuania
Andreas Schleicher_ Strengthening Upper Secondary Education in LithuaniaEduSkills OECD
 
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...SUMIT TIWARI
 
Plagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandPlagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandDr. Sarita Anand
 
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptxMasami YASUDA
 
2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptxgdgsurrey
 
Mycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMargie Morgan
 
Database Security Methods, DAC, MAC,View
Database Security Methods, DAC, MAC,ViewDatabase Security Methods, DAC, MAC,View
Database Security Methods, DAC, MAC,ViewDr-Dipali Meher
 
How To Create Record Rules in the Odoo 17
How To Create Record Rules in the Odoo 17How To Create Record Rules in the Odoo 17
How To Create Record Rules in the Odoo 17Celine George
 
Learner Digital Skills Toolkit DRAFT.docx
Learner Digital Skills Toolkit DRAFT.docxLearner Digital Skills Toolkit DRAFT.docx
Learner Digital Skills Toolkit DRAFT.docxGeorgeMilliken2
 
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...EduSkills OECD
 
EVALUATION POWERPOINT - STRANGER THINGS.pptx
EVALUATION POWERPOINT - STRANGER THINGS.pptxEVALUATION POWERPOINT - STRANGER THINGS.pptx
EVALUATION POWERPOINT - STRANGER THINGS.pptxiammrhaywood
 
Candace-Stone project& portfolio 1 class
Candace-Stone project& portfolio 1 classCandace-Stone project& portfolio 1 class
Candace-Stone project& portfolio 1 classccstone
 
CATCH UP FRIDAY LESSON PLAN GRADE 6.docx
CATCH UP FRIDAY LESSON PLAN GRADE 6.docxCATCH UP FRIDAY LESSON PLAN GRADE 6.docx
CATCH UP FRIDAY LESSON PLAN GRADE 6.docxAizaPolinarCruz
 
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfSSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfMohonDas
 
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxBIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxRAVEESHAD
 
Understanding Canada's international higher education landscape (2024)
Understanding Canada's international higher education landscape (2024)Understanding Canada's international higher education landscape (2024)
Understanding Canada's international higher education landscape (2024)CaraSkikne1
 
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdf
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdfDr.M.Florence Dayana-Cloud Computing-unit - 4.pdf
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdfDr.Florence Dayana
 
Capitol Doctoral Presentation -Feb 2024.pptx
Capitol Doctoral Presentation -Feb 2024.pptxCapitol Doctoral Presentation -Feb 2024.pptx
Capitol Doctoral Presentation -Feb 2024.pptxCapitolTechU
 
Add Products From Catalog in Odoo 17 Sales
Add Products From Catalog in Odoo 17 SalesAdd Products From Catalog in Odoo 17 Sales
Add Products From Catalog in Odoo 17 SalesCeline George
 

Recently uploaded (20)

Andreas Schleicher_ Strengthening Upper Secondary Education in Lithuania
Andreas Schleicher_ Strengthening Upper Secondary  Education in LithuaniaAndreas Schleicher_ Strengthening Upper Secondary  Education in Lithuania
Andreas Schleicher_ Strengthening Upper Secondary Education in Lithuania
 
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
 
Plagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandPlagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita Anand
 
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx
天橋立 観光メモ 2024-30-302-2-Amanohashidate Sightseeing Memo.pptx
 
2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx2024-02-24_Session 1 - PMLE_UPDATED.pptx
2024-02-24_Session 1 - PMLE_UPDATED.pptx
 
Mycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.pptMycobacteriology update 2024 Margie Morgan.ppt
Mycobacteriology update 2024 Margie Morgan.ppt
 
Database Security Methods, DAC, MAC,View
Database Security Methods, DAC, MAC,ViewDatabase Security Methods, DAC, MAC,View
Database Security Methods, DAC, MAC,View
 
How To Create Record Rules in the Odoo 17
How To Create Record Rules in the Odoo 17How To Create Record Rules in the Odoo 17
How To Create Record Rules in the Odoo 17
 
Learner Digital Skills Toolkit DRAFT.docx
Learner Digital Skills Toolkit DRAFT.docxLearner Digital Skills Toolkit DRAFT.docx
Learner Digital Skills Toolkit DRAFT.docx
 
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
Managing Choice, Coherence and Specialisation in Upper Secondary Education - ...
 
EVALUATION POWERPOINT - STRANGER THINGS.pptx
EVALUATION POWERPOINT - STRANGER THINGS.pptxEVALUATION POWERPOINT - STRANGER THINGS.pptx
EVALUATION POWERPOINT - STRANGER THINGS.pptx
 
Candace-Stone project& portfolio 1 class
Candace-Stone project& portfolio 1 classCandace-Stone project& portfolio 1 class
Candace-Stone project& portfolio 1 class
 
CATCH UP FRIDAY LESSON PLAN GRADE 6.docx
CATCH UP FRIDAY LESSON PLAN GRADE 6.docxCATCH UP FRIDAY LESSON PLAN GRADE 6.docx
CATCH UP FRIDAY LESSON PLAN GRADE 6.docx
 
Risk in the changing world – Opportunity or threat
Risk in the changing world – Opportunity or threatRisk in the changing world – Opportunity or threat
Risk in the changing world – Opportunity or threat
 
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfSSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
 
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptxBIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
BIOCHEMICAL PROPERTIES OF WATER .Raveesh.pptx
 
Understanding Canada's international higher education landscape (2024)
Understanding Canada's international higher education landscape (2024)Understanding Canada's international higher education landscape (2024)
Understanding Canada's international higher education landscape (2024)
 
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdf
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdfDr.M.Florence Dayana-Cloud Computing-unit - 4.pdf
Dr.M.Florence Dayana-Cloud Computing-unit - 4.pdf
 
Capitol Doctoral Presentation -Feb 2024.pptx
Capitol Doctoral Presentation -Feb 2024.pptxCapitol Doctoral Presentation -Feb 2024.pptx
Capitol Doctoral Presentation -Feb 2024.pptx
 
Add Products From Catalog in Odoo 17 Sales
Add Products From Catalog in Odoo 17 SalesAdd Products From Catalog in Odoo 17 Sales
Add Products From Catalog in Odoo 17 Sales
 

The possibilities of using augmented reality at different levels of education

  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. THANK YOU FOR YOUR ATTENTION! Balázs Czékmán balazs.czekman@gmail.com puskas.kispest.hu edumobil.hu Nóra Barnucz barnucz.nora@uni-nke.hu