Education technology - Lifelong learning
M. Moayeri
Abstract
Background and Objectives: Nowadays, one of the most basic things in education and learning is the use of technology in educational environments. By using the latest technology in the world, the level of learning can be significantly improved and therefore, the level of public awareness can be raised. ...
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Background and Objectives: Nowadays, one of the most basic things in education and learning is the use of technology in educational environments. By using the latest technology in the world, the level of learning can be significantly improved and therefore, the level of public awareness can be raised. This study aimed at investigating the effectiveness of augmented reality-based mathematics education in cyberspace on student teachers’ lifelong learning and their academic engagement and also comparing it with the existing (traditional) method.Methods: The research method used in this study was quasi-experimental research method with a pretest-posttest experimental-control group design. The statistical population of the study included all student teachers with elementary education major in Shahid Beheshti university of Hormozgan. A total number of 40 participants were purposefully selected and randomly assigned to experimental and control groups (20 subjects in each group). The control group was traditionally ran based on cyberspace (Adobe Connect), and the experimental group was based on augmented reality-based method in cyberspace. The participants in experimental group were trained in 6 one-hour sessions by installing Microsoft Math Solver application on their cellphones. Research instruments included the Lifelong Learning Questionnaire of Wetzel et al. (2010) and Academic Engagement Questionnaire of Schaufeli et al. (2002)Findings: Findings of this study revealed that augmented reality-based mathematics education in cyberspace affected the student teachers’ lifelong learning and academic motivation, and increased their lifelong learning and academic engagement.Conclusion: According to the results of the experiments, the performance of the experimental group in using mathematics education based on augmented reality in cyberspace and its effect on lifelong learning and academic motivation were reported to be useful and effective. Augmented reality technology can be used as an educational method that not only draws students' attention to the subject being taught, but also due to its appropriate and user-friendly visual interaction procedures, it can provide a deeper learning while allows for being integrated with reality and thereby, can be considered as a competitor to traditional teaching tools. Also, the fascination of this type of teaching increases the interest in the environment and leads to the enthusiasm and interest of people, which is one of the important components for learning. In general, the augmented reality-based teaching method increases the student-teacher understanding of themselves and boost the speed of learning, and as a result, leads to learning desire, which increases their effort. Expanding the information of student teachers in the field of augmented reality education and holding in-service courses for teachers and providing augmented reality-based education are some of the practical suggestions of this article.
Preparation and compilation of electronic content
H. Abbasi; M. Nili Ahmadabadi; A. Delavar; E. Zaraii Zavaraki
Abstract
Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable ...
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Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable model for producing augmented reality content in education with a constructivism approach necessitate conducting research and finding a solution. The current study aimed to design and validate the model of production of augmented reality content with an emphasis on the constructivism approach.Methods: The present study was an applied one according to the purpose and based on the method, it was a mixture or combination of consecutive exploratory type. Inductive qualitative content analysis was used to extract the template components. In reviewing texts and articles, the systematic review method was used and to determine the internal validity, the survey method was utilized. The statistical population for content analysis included scientific sources, books, articles, treatises and valid scientific documents in the field of augmented reality between 2000-2022. By selecting related keywords, the search was conducted in local and international citation databases. The statistical sample was selected via purposive method and included 232 cases. The statistical population for the interview included professors, specialists and producers of augmented reality and the statistical sample of the target population was formed via purposive sampling consisting of 21 people. Also, the statistical population for model validation included augmented reality specialists and university professors, from which a statistical sample of 33 people were selected via purposive sampling method. Data collection tools included a researcher-made questionnaire and a semi-structured interview. To check the inter-coder reliability, two methods of decoding and second coding were used. The content validity of the questionnaire was confirmed by experts. In order to determine the reliability coefficient of the questionnaire, Cronbach's alpha test and to determine the internal validity of the model, frequency, mean, standard deviation, mean standard error and one-sample t-test were used.Findings: In the first and second method, the inter-coder reliability was 91% and 87%, respectively. And the content validity ratio index was 93% and 96%, respectively. The reliability coefficient of the questionnaire was 96% through Cronbach's alpha test. The value of t-test was positive for all questions and according to the significance level (Sig= 0.001), the difference between the mean of the questions and the theoretical mean was significant. The results of content analysis showed that 13 main categories and 55 subcategories were extracted for the augmented reality content production model. The main categories of augmented reality content production model included management, instructional design, design of constructivism learning environments, multimedia design principles, cognitive load control, technical design, production, execution, rendering, publication, development, program evaluation and academic achievement.Conclusion: By identifying the categories and their subcategories, first a conceptual model and then a process model were designed. The innovation of the designed comprehensive model in instructional and technical design requires the simultaneous attention to instructional and technical dimensions. In the presented model, the categories related to the instructional dimensions were environmentally located and the categories related to the technical dimensions were centrally located. The results of statistical analysis showed that from the perspective of experts, the designed model had a high validity and its validity was confirmed. Therefore, it is suggested that this model be used to produce electronic augmented reality content, especially for position-based training, based on a constructivism approach and designed with augmented reality content.
Educational Technology
S. hazrati ghasemgheshlaghi; Y. Mahdavinasab; S. Ghasemtabar
Abstract
Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational ...
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Background and Objectives: The creation of an educational system that has the potential to educate students to live in a world which is constantly changing is one of the fundamental goals of education in developed societies, so it is not surprising that many educational systems decide to use modern educational technologies to achieve an advanced system. One of the reasons for the efficiency of advanced educational systems is that they study teaching and learning methods and always use the best and most effective methods. Therefore, it is predicted that using augmented reality as an emerging tool to promote innovation in conventional educational systems can facilitate the achievement of educational goals. On the other hand, multimedia designing principles in the digital educational applicatins is very important and must be considered in augmented reality design. Therefore, the purpose of this study was to compare the use of conversational education style and formal education style in augmented reality on the learning rate of natural science course for eighth-grade high-school students.Method: The statistical population of the study included eighth-grade schools of Alborz province in the academic year 2020 – 2021; and the students of three classes were assigned into two experimental groups and one control group. The research metod was experimental by pre-test-post-test design with a control group. The experiment group was trained by the augmented reality application aids in formal style and another experiment group with augmented reality application in conversational style and a control group with the convetnitonal instruction. The measurement instrument was a experimental science achievement test and its validity was assessed by teachers and educational technology experts.Findings: The results of ANCOVA test showed that there was a significant difference among the scores of the control, conversational education and formal education groups on learning of experimental sciences (F=133.13, p <0.05); and thtat the use of a conversational teaching style compared to the conventional teaching had a significant effect on learning. The difference between the mean scores of the control group and the two groups of conversational education and formal education was significant (p <0.05). The use of both formal and augmented reality teaching styles was more effective as compared to the control group and led to better learning of experimental sciences in eighth-grade high-school students. Also, the difference between the mean scores of the formal education group and the conversational education group was significant (p <0.05); and the use of an augmented reality conversational teaching style was more effective than the formal teaching method and led to better learning of the experimental sciences.Conclusion: According to the collected data and the results of the analyzes, the learning outcomes of the group trained with augmented reality application in the form of formal education were significant with the control group. On the other hand, the results of the comparison of the group that received training from the augmented reality application in the style of dialogue training with the control group were significant. Also, the results of comparing the group that was trained with the augmented reality application in the style of conversational education with the group that were trained with the augmented reality application in the style of formal education were significant and, in general, the use of conversational style was more effective for learning.
Emerging Technologies
S.A. FAREGH; M. Jafari Sisi
Abstract
Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional ...
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Background and Objectives: Education plays a key role in human life. While the teaching of experimental sciences is one of the most important topics that should be accompanied by student's direct experience, in many cases, due to spatial, temporal, or cost-related constraints, it is based solely on traditional books and their one-dimensional media. With the spread of new technologies, there are new opportunities for existing teaching and learning methods that can transform the educational structure. Augmented Reality (AR) technology, as a novel paradigm, potentially adds a new feature to the range of traditional student books that not only adds multimedia elements, but also allows interactive engagement with the content of them. Augmented reality, as one of the ways of distance learning, by simulating the real world in the form of animation, virtual objects, three-dimensional images, sound and similar elements makes it possible for the user to interact with the with the experiments of a lesson virtually. This study aims to evaluate the effect of interactive augmented reality based education on the learning and remembering of the content of textbooks. Methods: An experimental study in the pre-test and post-test quasi-experimental framework was performed on two groups of 18 sixth grade elementary school students. For this purpose, two scenarios have been selected from student science book and implemented in an interactive augmented reality application. The control group was trained through traditional teaching method. On the other hand, in addition to the traditional teaching method, the experiment group’s training was reinforced with the AR application. Students' learning and remembering evaluation was carried out through two tests. The validity of tests confirmed by the teachers of science in Education District 2 of Tabriz and their reliability has been calculated through Kuder – Richardson Formula. Findings: The results of analysis of covariance (ANCOVA) showed a significant statistical difference between the control and experimental groups. Also, the learning and remembering in students who were trained in interactive augmented reality were more effective than the other group. Conclusion: According to the results of the experiments, and the comparative review of the theoretical subjects, the use of augmented reality technology has been reported as a useful and effective supplemental tool for textbooks that can, beyond the spatial and temporal constraints, facilitate the training process. Also, the interaction in AR encourages learners to replace the active role with the passive one and to learn the topics with more mental participation. On the other hand, the possibility of repeating augmented reality scenarios in educational topics, regardless of spatial, temporal, and cost-realted constraints, allows users to fix bugs and ambiguities, which are other advantages of using this technology. Finally, by examining these capabilities and the ubiquity of mobile phones in today's world, we can predict the presence of virtual laboratories in mobile smartphones in the near future; which can be useful in deprived areas of the country as a replacement of the lack of minimum facilities.
Architecture
Sh. Valadi; S. Alitajer; H. Khotanlou
Abstract
Background and Objective:The advancement of information technology in the field of portable technologies has made it possible to develop omnipresent learning. Mobile learning (learning everywhere) is a new learning environment in which the learner is placed in a real-world scenario, with access to online ...
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Background and Objective:The advancement of information technology in the field of portable technologies has made it possible to develop omnipresent learning. Mobile learning (learning everywhere) is a new learning environment in which the learner is placed in a real-world scenario, with access to online resources, through portable tools and wireless networks. On the other hand, augmented reality has helped to complement human sensory perceptions of the environment by positioning them in the middle of the real world and the virtual world and creating an environment in which virtual components are combined in a dynamic interaction with the real environment. Portable augmented reality technology is a great tool for adding content to field visits by adding virtual components and information to a specific physical location. Such a tool can change the student-centered and inactive educational process into a student-centered and active process by creating a self-sufficient learning situation for students. The learning environment resulting from the combination of the real world and the virtual world is effective in creating a valid learning environment for students. Numerous studies have examined the application of augmented reality technologies in various educational fields such as engineering, medicine, ecology, science, art, history, etc. This study has used a tool based on augmented reality technology to enhance the efficiency of regular visits in teaching technical courses in the field of architecture. Methods: This study is applied utilizing a quantitative research method. Participants included 73 students in the mechanical engineering course divided into experimental groups (38) and control group (35) after an initial theoretical training and administering pre-tests. The instruments in this study were tests and questionnaires. The experiment took place over a three-week period creating an active learning environment. Findings: The results of the study show that the application of the AR supplementary teaching tool contributes to enhance the students’ learning through the field visits and it is more effective than field visits in order to provide the satisfaction of learning approach and higher scientific validity from the students’ point of view. Conclusion: The use of AR technology and the focus on important points in field visits have made the teaching and learning process more efficient and enjoyable for students. From the students' point of view, the knowledge credibility of the activity designed for the experimental group was higher than the activity designed for the control group. The combination of building information in a simple and understandable software caused valid and superior knowledge.
