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.
