USE OF AUGMENTED REALITY IN SOCIAL SCIENCES AS EDUCATIONAL RESOURCE

Year 2018, Volume: 19 Issue: 3, 38 - 52, 17.07.2018

Purificacion Toledo-morales Jose Manuel Sanchez-garcıa

https://doi.org/10.17718/tojde.444635

Cited By: 12

Abstract

This study investigated the effects of the use of Augmented Reality (AR) on the academic performance of students, as well as perceptions that were following the use of this new technology resource. The participants were students of primary education in Spain, which were assigned to an experimental group and a control group. Contents related to the topic Representation Earth were created, and were held with the collaboration of teachers using tablets to display bookmarks. To analyze the results collection tools of quantitative and qualitative data are used, a pre-test and post-test on the subject explained. I was done and Likert questionnaire on aspects of the use of the AR was given and an in depth interview was done teachers. Used tools of collection of data quantitative and qualitative to the deal are of a design quasi-experimental. In order to analyze the data, the statistical software SPSS 23 was used. The use of the AR as a teaching tool sheds results that reveal that the performance and the acquisition of knowledge of students improves significantly, being reflected in the ratings that were higher. The process of teaching and learning is perceived as positive, incentive and facilitator in the acquisition of knowledge.

Keywords

Augmented reality, elementary education, integration of technology, teaching/learning process

References

• Akcayir, M., Akcayir, G., Pektas, H.M., & Ocak, M.A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342, doi:10.1016/j.chb.2015.12.05 Alkhattabi, M. (2017) Augmented Reality as E-learning Tool in Primary Schools’ Education: Barriers to Teachers’ Adoption. International Journal of Emerging Technologies in Learning, 12(2), 91-100. https://doi.org/10.3991/ijet.v12i02.6158 Azuma, R. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355-385. Retrieved from http://www.cs.unc.edu/~azuma/ARpresence.pdf Badia, A., Chumpitaz. L., Vargas, J., & SuArez, G. (2016). La percepcion de la utilidad de la tecnología conforma su uso para ensenar y aprender. Revista Electronica de Investigacion Educativa, 18(3), 95-105. Retrieved from http://redie.uabc.mx/redie/article/view/810 Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The magicbook-moving seamlessly between reality and virtuality. IEEE Computer Graphics and Applications, 21, 6–8. Chang, R.-C., & Chung, L.-Y. (2018). Integrating augmented reality technology into subject teaching: The implementation of an elementary science curriculum. Lecture Notes in Electrical Engineering, 422, 187-195. Retrieved from https://link.springer.com/chapter/10.1007/978-981-10-3187-8_20 Cheng, K. H., & Tsai, C. C. (2016). The interaction of child–parent shared reading with an augmented reality (AR) picture book and parents’ conceptions of AR learning. British Journal of Educational Technology, 47(1), 203–222, doi:10.1111/bjet.12228 Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340, doi: 10.2307/249008 Del Moral, E., Villalustre, L., & Neira-Pinero, M. R. (2016). Minors trapped in the magical world of augmented reality, advergaming and social networks. Prisma Social, (No Especial 1), 0–28. Retrieved from https://docs.google.com/viewerng/viewer?url=http://www.isdfundacion.org/p ublicaciones/revista/numeros/N_Especial+1/secciones/tematica/pdf/1_nespeci al_minors-social+networks_0-28.pdf Di Serio, A., Ibanez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 585– 596, doi:10.1016/j.compedu.2012.03.002 Diaz, C., Hincapie, M., & Moreno, G. (2015). How the Type of Content in Educative Augmented Reality Application Affects the Learning Experience. Procedia Computer Science, 75, 205-212, doi:10.1016/j.procs.2015.12.239 Dundar, H., & Akcayir, M. (2012). Tablet vs. Paper: the effect on learners' reading performance. International Electronic Journal of Elementary Education, 4(3), 441–450. Giasiranis, S., & Sofos, L. (2017). Flow Experience and Educational Effectiveness of Teaching Informatics using AR. Educational Technology & Society, 20(4), 78–88. Retrieved from http://www.ifets.info/journals/20_4/8.pdf Gun, E. T., & Atasoy, B. (2017). The Effects of Augmented Reality on Elementary School Students' Spatial Ability and Academic Achievement. Education & Science, 42(191), 31-51. doi:10.15390/EB.2017.7140 52 Han, J., Jo, M., Hyun, E., & So, H.J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play. Educational Technology Research and Development, 63(3), 455–474, doi:10.1007/s11423-015-9374-9 Harley, J.M., Poitras, E.G., Jarrell, A., Duffy, M.C., & Lajoie, S.P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64(3), 359–388, doi:10.1007/s11423-015-9420-7 Holley, D., & Howlett, P. (2016). Engaging Our School Teachers: An Augmented Reality (AR) Approach to Continuous Professional Development. Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, 160, 118-125, doi: 10.1007/978-3-319-28883-3_15 Huang, T. C., Chen, C. C., & Chou, Y. W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72–82, doi:10.1016/j.compedu.2016.02.008 Huang, Y., Li, H. & Fong, R. (2015). Using Augmented Reality in early art education: a case study in Hong Kong kindergarten. Early Child Development and Care, 1–16, doi:10.1080/03004430.2015.1067888 Kerawalla, L., Luckin, R., Seljeflot, S., & Woolard, A. (2006). Making it real: Exploring the potential of Augmented Reality for teaching primary school science. Virtual Reality, 10(3), 163-174, doi:10.1007/s10055-006-0036-4 Laine, T. H., Nygren, E., Dirin, A., & Suk, H. J. (2016). Science Spots AR: a platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507-531, doi:10.1007/s11423-015-9419-0 Martín-Gutierrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761, doi:10.1016/j.chb.2014.11.093 Palmarini, R., Erkoyuncu, J.A., Roy, R., & Torabmostaedi, H. (2018). A systematic review of augmented reality applications in maintenance. Robotics and ComputerIntegrated Manufacturing, 49, February, 215-228, https://doi.org/10.1016/j.rcim.2017.06.002 Prendes, C. (2015). Realidad aumentada y educacion: anAlisis de experiencias prActicas augmented reality and education: analysis of practical experiencies. Pixel-Bit, 46, 187–203, https://doi.org/10.12795/pixelbit.2015.i46.12 Ruiz-Ariza, A., Casuso, R.A., Suarez-Manzano, S., & Martínez-Lopez, E.J. (2018). Effect of augmented reality game Pokemon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49-63, https://doi.org/10.1016/j.compedu.2017.09.002 Tanner, P., Karas, C., & Schofield, D. (2014). Augmenting a child’s reality: Using educational tablet technology. Journal of Information Technology Education: Innovations in Practice, 13, 45-54. Retrieved from http://www.jite.org/documents/Vol13/JITEv13IIPp045-055Tanner0464.pdf Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273-312. Wasko, C. (2013). What Teachers Need to Know About Augmented Reality Enhanced Learning Environments. TechTrends, 57(4), 17-21, https://doi.org/10.1007/s11528-013-0672-y Wu, H.K , Lee, S.W., Chang, H.Y , & Liang, J.C (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024