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The availability of Augmented Reality technology can incorporate a three-dimensional (3D) object into a real environment using a smartphone. This research aims to train students to think spatially when studying the topic of plant development structure, especially related to the morphological properties of mangrove plants and the learning process. This research is learning implementation research by presenting Student Worksheets and AR-based media. The research method followed a pretest and posttest research design conducted by 30 students from class XI SMA, 20 students from XI Mathematic and Natural Sciences Ma'arif Bangkalan Senior High School, and 10 from XI Mathematic and Natural Sciences Indonesian School of Jeddah. The details of the research results that have been carried out include the effectiveness of Student Worksheets and the Augmented Reality application of Mangrove Roots in terms of the pretest results getting a percentage of 62.67% and the posttest getting an average percentage of 85.66% with complete learning outcomes of 84.16% (the spatial ability indicator is 15%, the spatial visualization indicator is 32.5%, and the framing indicator is 36.66%). All the results above get an excellent category. Increasing the score of spatial thinking skills through the N-gain score gets an average value of 0.61 in the medium category. Based on the results of this study, the application of Student Worksheets and Augmented Reality Mangrove Roots to improve spatial thinking skills is likely feasible based on the effectiveness. [ABSTRACT FROM AUTHOR]

21st-century learning requires skills-producing students who master 21st-century skills. One of the skills that must be possessed by students in learning mathematics in this century is the skill to solve mathematical problems in the real world. One approach to solving problems in the real world is to use mathematical models, better known as mathematical modelling abilities. There is a need to create a good environment for learning mathematical modelling so that students can hone their mathematical modelling skills. Therefore, creating a digital learning environment assisted by Augmented Reality technology can make learning mathematical modelling more meaningful. The purpose of this research is to create a digital mathematics learning media with a math trial approach assisted by an Augmented Reality application. This study uses a design research approach with one complete cycle from the preliminary design stage, experimental design, and retrospective analysis. In the preliminary design stage, a prototype of a website-based learning media has been created with the page address mathinmaps.net. Furthermore, the media is validated by experts and gets a very good rating. In the next stage, the media was tested on several teachers and students to find out how to use the media. Teachers and students gave positive responses and inputs to improve the quality of the media created. The last stage is to analyse qualitatively the results of the preliminary design and experimental design stages. The HLT was arranged by ordering topics from Cambridge, and the modelling is also part of the math lesson. It was found that the media would be better if there were more real problems that students had to solve. The media must be improved on the instruction to make instruction more clear. In the future, this media will be able to be tested in large classes to test how the learning trajectory of math trail-based learning with augmented reality is to improve mathematical modelling abilities. [ABSTRACT FROM AUTHOR]

Biology cell learning has difficulties teaching microscopic objects, which causes students not to understand the concept of cells. Therefore, a learning media solution is needed to facilitate the learning process. This research aims to develop and test the practicality of electronic flipbook multirepresentative augmented reality based on a website in learning discovery learning biology cells to practice technology literacy and student learning outcomes. This research was conducted at 3rd Senior High School in Malang, whose object of study is class XI students. This research includes the development of the Lee & Owens development model, which consists of Analyze, Design, Development, Implementation, and Evaluation. In the analysis stage, the results are in the form of need assessment and front-end analysis. The design stage produces material and media designs. The development stage produces a website-based AR electronic flipbook on cell biology material with 100% material validation, 100% media validation, and practicality results by teachers getting 93.4%. The implementation stage was performed using a quasy experiment. Random sampling was applied to select the experiment and control group. Data was collected through questionnaires and tests. Technology literacy was analyzed descriptively. The student learning outcomes were analyzed using T-test. The result showed a significant difference between them, with the sig. 0.020. The evaluation stage is carried out to evaluate the effects of media implementation. The product can be inferred as media that can increase student learning outcomes and technological literacy in cell learning. [ABSTRACT FROM AUTHOR]

One of the mathematics subjects matters that is close to the student's life is geometry. Geometry is a field of mathematics that studies the points, lines, shapes, sizes, and dimensions of things. To understand geometry, the students need to have a clear visualization because geometry is not easy to learn. It takes the learning media so that learning geometry is easy to teach. The use of AR technology can answer one of the solutions to student difficulties in geometry matter. This study aims to develop a Mobile Augmented Reality application for Geometry in mathematics learning and determine its feasibility. This Research and Development used a model ADDIE. The procedure of this development research is done only until the Development stage. Data collection instruments consist of an expert validation sheet of material and media experts. The study showed that the validation results are to be obtained percentage scoring average of 98.025% with a very valid category. According to the results, the mobile augmented reality application for geometry was very feasible for use in learning of mathematics. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) is a technology that enables the incorporation of three-dimensional virtual objects into a real-world environment and allows users to interact with these objects in real-time on the screen. Because of its various advantages, AR is becoming increasingly popular in education settings. Several studies have proven that AR is effectively used in learning, AR encourages students to be more active, more motivated to learn and supports their spatial abilities. However, on the other hand, other studies have revealed that AR is not significantly better than non-AR-based learning settings. Cognitive load theory explains of how human information processing systems occur during the learning process and provides a framework on how to design effective learning to deal with limited human processing systems. By reviewing on some previous relevant studies, this paper discusses AR-based learning from the perspective of cognitive load theory. The review shows that, AR is effectively used in learning when 1) student learn complex material/task or learn new topic/information; 2) AR is well designed; 3) student can operate AR properly; and 4) AR is fostering generative processing. This paper will contribute to the current knowledge of AR utilization, in particular about when AR is effective for use corresponding to the perspective of cognitive load theory. Accordingly, future researchers or AR developers can design more effective AR for promoting student knowledge acquisition. [ABSTRACT FROM AUTHOR]

This study is aimed to (1) develop an augmented reality-based immune system module for the eleven grade students of high school to be a proper learning media for them; (2) Identify the impact of using the augmented reality-based immune system module on the eleven grade students' learning performance. This study is classified as Research and Development study using ADDIE (Analysis, Design, Development, Implementation, Evaluation) model but limited only until the development stage. The subject of this study were two materials experts, two media experts, two biology teachers, and the students of XI MIPA Public Senior High School 1 Mejobo Kudus. The data were collected using assessment instruments of materials experts, media experts, biology teachers, and students and also pretest and post-test question sheets. The results of the assessments were analyzed qualitatively and quantitatively using SPPS. The results show that (1) the augmented reality-based immune system module is stated as a proper media to be used in the teaching and learning process. It was based on the assessments from the materials experts with the average value of 48.5 categorized as good, the media experts with an average value of 43.5 categorized as good, and from the biology teachers with the average value of 46 categorized as good; (2) the Augmented reality-based immune system module has an impact on improving the students' learning performance on the topic of the immune system. [ABSTRACT FROM AUTHOR]

Technological developments in the 21st century are increasing so that students are required to be skilled in technological developments that will be applied in the learning process. Utilization of technology as a learning medium on covalent bonding material by utilizing Augmented Reality (AR) is one of the media that can be operated in a simple way on a smartphone, and can visualize abstract concepts into an animation, image, and can help students in understanding the concept. This study aims to describe the appearance, analyze the results of the validation test and the feasibility test of the android-based AR learning media on covalent bonding material. AR learning media is designed using the Design Based Research (DBR) method with the ADDIE model but consists of analysis, design, and development. The results of the validation test obtained an average value of rcount of 0.844 with a valid category. The results of the feasibility test get a percentage of 94.1% with a very feasible category with the conclusion that android-based AR learning media on covalent bonding material can be used as learning media. [ABSTRACT FROM AUTHOR]

Previous research still shows that physics is a field of study that students do not like. Some learning innovations are needed by teachers, one of which is through the development of fun media. This study aims to reveal the development of physics learning media based on Augmented Reality (AR) technology in the context of using ocean energy as a renewable energy source. This research was a Research and Development (R&D) using the DDD-E (Decide, Design, Develop and Evaluate) model. The results showed that many physics concepts were discussed through this media, and many student competencies could be built. The results of expert validation indicate that this media is suitable for use as a source of learning physics. This study recommends further testing to test the effectiveness of the application of this media in learning physics. [ABSTRACT FROM AUTHOR]

Hearing impaired students experience difficulties in speaking development because they are hampered by audio communication. This obstacle requires technology development in the implementation of learning, especially science learning. However, the development of technology that focuses on visuals is underdeveloped in inclusive education. Augmented Reality (AR) is one of the solutions in learning for hearing impaired students. This media displays the sun's rotation, stimulating students' visual stimuli in understanding astronomical concepts. The ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) used by researchers can produce an astronomy learning media product. Augmented reality was developed using solar image data taken by telescopes and cameras. Three-dimensional objects in AR can move as a simulated image of the sun's rotation. The average result of the media feasibility test is 85.44%, with a very decent quality category. Thus, the solar rotation learning media with AR technology for hearing impaired students is suitable for learning. [ABSTRACT FROM AUTHOR]

The development of science and technology over time has changed old habits into new habits. The objectives of this study were to examine the students responses and the experts judgement of Augmented Reality (AR) application developed for geometry material. The method used to develop this system was the waterfall method which has four stages, namely analysis, design, coding, and testing. The results of this study were the application of Android-based AR technology in Learning Mathematics in Class 5 Elementary Schools. The implications of this study were: First, this article can be used as an idea for learning the use of AR technology, and secondly, it can increase teacher creativity in teaching media. This study reveals the use of AR technology in Geometry in Elementary School. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop learning media to recognize geometry in 5th grade elementary school mathematics subjects using augmented reality technology and to determine the feasibility of learning media to recognize geometry in 5th grade elementary school mathematics subjects using augmented reality technology. The research was conducted at SDN Tunggulsari II Surakarta City. The method used to develop this learning media is the Luther-Sutopo Multimedia Development Life Cycle (MDLC). This method consists of 6 stages, namely concept, design, collecting material, assembly, testing, and distribution. The results of black box testing show a percentage of 100%, testing by media experts with an average percentage of 89.23%, testing by material experts with a percentage of 100% and student questionnaires with an average percentage of 90.71%. It can be concluded that the learning media recognizes the geometry is included in the very feasible category. [ABSTRACT FROM AUTHOR]

ICT in education is gaining acceptance as a learning method that helps teachers and students achieve optimal learning objectives. ICT is believed to motivate and facilitate the learning process. Critical thinking skills, as one of the 21st-century skills, are known to be improved through ICT-based education. This article presents a systematic review of the literature published in the last five years and an indexed database of Springer and Eric. The results showed a total of 27 articles that met the criteria. Research findings on ICT trends in education for critical thinking skills are structured under three reports: (1) ICT trends in education include android, VR, AR, and coding; (2) the best strategy with ICT monitoring is distance learning, programming teaching, and STEM; and (3) other skills that are enhanced along with critical thinking skills are cognitive and affective skills, which are problem-solving, creativity and innovation, collaboration skills and communication skills. Based on this evidence, we make recommendations for future research to consider other types of ICT for enhancing critical thinking skills. In addition, using other learning strategies, such as problem-based learning and inquiry, can be considered to improve critical thinking skills. [ABSTRACT FROM AUTHOR]

Covid-19 pandemic engulfed the world at the beginning of 2020, which impacted the Education Sector around the world. Institutions worldwide had to migrate from the supervised classroom training method to the unsupervised online training method. However, did the online training method have a similar impact compared to the classroom training method? This paper aims to study the application of Augmented Reality and Virtual Reality in the education sector as well as their impact on the learning process. The study aims to substantiate the inoculation of Augmented Reality and Virtual Reality in the Ed-Tech sector. An Ed-Tech giant like Interplay Learning which has made a Virtual Reality and 3-D gaming platform for an interactive learning experience has received $18 million in Series-B funding; similarly, Byju's has acquired Osmo, an American start-up that gives an interactive learning experience using AR/VR technology, which signifies the scope of AR/VR learning experience. Due to the Sars-Covid-19 pandemic, students worldwide relied on online video calling/conferencing platforms like Microsoft Teams, Zoom Call, Webex Meet, Skype, Google meet, etc., which gave them a temporary relief to their learning process and did not waste their academic year. However, the question remains, "How to enhance the learning experience on online platforms?" The answer for the present situation is inculcating AR/VR in the learning experience. AR/VR provides a better interactive learning experience by creating a stimulative environment similar to an offline classroom environment. The paper will discuss various research and findings of the past and provide substantive evidence for the implementation of AR/VR in the ed-tech sector. [ABSTRACT FROM AUTHOR]

Technology is rapid growth in this 21st-century learning, where it also transforms the education system towards interactive and immersive learning tools. Augmented Reality (AR) can be integrated into the classroom to increase student's engagement and motivation in learning as they can gain knowledge through visualizations and immersion into the subject matter. Therefore, this study aims to design and develop an AR application known as ARCloud, focusing on the Cloud Computing topic and testing its functionality for teaching and learning processes. The research design of this study is implemented the design and development research (DDR) method, which indicates that this ARCloud application had been built using a systematic planning system through the ADDIE model. This model has five phases: analysis, design, development, implementation, and evaluation. The ARCloud has been developed using Unity software. In addition, the learning setting built in the ARCloud application has been structured based on Merrill's Principles of Instruction model. In the evaluation phase, the ARCloud was evaluated by experts from the creative multimedia field from several higher learning institutions. The results obtained from the expert evaluation indicated that all of them agreed and gave many positive responses to this ARCloud application which meets all the requirements for multimedia application designs. Finally, the development of this ARCloud application for Cloud Computing learning topic can positively impact the target users. It provides awareness to educators and students that immersive learning tools such as AR applications are more effective and interesting. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has caused dramatic changes in every aspect of human life. One of the dramatic changes is in the field of education, where the pattern of education that has been using the face-to-face model is directly replaced with an online learning model. This change certainly makes students and teachers experience problems during the learning process. Various kinds of learning models are used so that the right interaction occurs. Augmented reality is one of the applications of computer graphics technology that can be used in the learning process. This article will examine how to apply augmented reality technology by emphasizing the usability side. Respondents used in this usability test were to involve students and lecturers. The results of usability testing found that the application met the criteria of usability testing where respondents agreed that the application was easy to understand. Respondents agree that the application has an efficient function. Respondents agree that the application display is easy to remember, Respondents agree that the application runs well without any errors. Respondents agree that the application meets user satisfaction. [ABSTRACT FROM AUTHOR]

Augmented reality has a high potential to be used in science learning by presenting more real phenomena. Students can apply this technology by using a smartphone even without internet access. This study aims to understand the phenomenon of learning about global warming in 8th-grade students by using AR as a learning medium on learning interest and learning outcomes. The use of AR theoretically and empirically affects learning outcomes by being moderated by interest in learning. This research is quantitative approach research. The ARCS model questionnaire was applied to measure interest in education. Structured test questions were tested to measure learning outcomes. The analysis used was a correlation, linear regression, and cluster analysis. The results of this study indicate interest in learning does not automatically encourage learning outcomes in research participants. The cluster analysis results explain that interest in learning in all students is relatively high, but learning outcomes are in two different clusters. This difference is described by social learning theory and technology adoption theory. Another factor is recommended for further study to obtain a more comprehensive explanation, namely self-efficacy. [ABSTRACT FROM AUTHOR]

This article discusses the needs analysis of teachers and students for learning media used in chemistry learning. This type of research is categorized as research and development. Primary data were obtained from 36 high school students and 24 chemistry teachers in East Java. This research was conducted by providing student questionnaires consisting of: (1) the use of learning media that are usually used; (2) how students learn in understanding the material; (3) students' opinions regarding the material of chemical equilibrium in chemistry learning; and (4) students' general system thinking skills, and teacher questionnaires consisting of: (1) the use of learning media that are usually used; (2) the characteristics of the chemical equilibrium material; and (3) learning using Augmented reality media based on multiple chemical tetrahedral representations and students' systems thinking. The results of the questionnaire show that students and teachers need learning media to support teaching and learning activities for chemistry subjects. The conclusion of this study is to develop technology-based learning media in the form of Augmented reality that links the four levels of chemical tetrahedral representation which aims to improve student learning outcomes and systems thinking skills. [ABSTRACT FROM AUTHOR]

Aksara Jawa or Javanese Script is a compulsory subject for elementary school children, especially in Central Java, but Javanese Script is difficult to understand by students, many students do not understand and cannot write Javanese Script, even not interested in learning Javanese Script, because in learning, Javanese Script is usually learned using the method lectures, question and answer and memorization, using Javanese language books, posters, or conventional media such as textbooks as learning media that makes children tend to be less enthusiastic and less interested in learning, and get bored quickly in learning, so they need fun and interesting learning media who can make it easier for students to learn while at the same time motivating and increasing the attractiveness of students to learn. It is necessary to develop learning media by utilizing Augmented Reality technology which aims to help children in visual understanding of the form of Javanese script and how to write Javanese characters. The method used in making this learning media is Research and development, with several stages, namely the first stage is a needs analysis and literature study. The second stage is the application design using use-cases. The third stage is implementation or application development and testing. The fourth stage is the stage of software testing which includes 2 stages of testing, namely verification and validation testing and knowing the feasibility of the application. The results of the study show that the results of the application performance are categorized as very suitable for use, but need further development for the development of better media. [ABSTRACT FROM AUTHOR]

This study examines the relationships among gender, perceived usefulness (PU), computer self-efficacy (CSE), perceived ease of use (PEOU), and behavioural intention (BI) to utilize a mobile Augmented Reality learning tool related to Blippar software. The study was based on a quantitative approach involving an online survey. The study sample consisted of 60 primary school students involved of 36 girls and 24 boys with an average age of 11.5 years. The research instrument used was based on a questionnaire adapted from earlier studies consisting of 15 items to collect data pertaining to the respondents' perceptions of CSE, PU, PEOU, and BI. A series of independent t-tests and Multiple Linear Regressions were used to analyze the data. The findings depicted that the differences in the mean scores of CSE, PU, PEOU, and BI between female and male students were not statistically significant, thus providing no evidence to support the research hypotheses that speculated they were significant. Likewise, the results of Multiple Linear Regressions showed that the computed path coefficients (ß) of the relationships between the above constructs for both girls and boys were significant and moderately strong. Again, there was no strong evidence to support the remaining hypotheses that speculated significant moderation effects of gender on such relationships. Overall, such findings are highly promising, signifying that both male and female primary school students would perceive the usefulness and ease of use of novel learning applications or tools, such as mobile augmented reality, to be equally high. In turn, the high perceived values of such factors would assuredly shape their behavioural intention to use innovative technology-enabled tools with higher enthusiasm. [ABSTRACT FROM AUTHOR]

Reading skill is the main factor to succeed in learning activity. Reading skill can be improved through intense and continuous practice. To support learning, students must be accustomed to reading early in their life. However, this is not easy to achieve. A learning system is needed to motivate students to support their reading activity. This research is conducted to develop a learning system that can attract student's motivation to read. The use of learning tool was our main focus in developing the learning system offered in this research. We utilized augmented reality technology to attract student's interest and serious game technology to create challenges in the learning process. The result of the test which was directed toward teachers and students concluded that augmented reality technology developed in the form of serious game can increase student's motivation and assist teachers in controlling the learning process. In developing the learning system, we used the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model approach. We assume that the phases in the ADDIE model is adaptive to the processes that we have done in this research. This research made a significant contribution of using the ADDIE model approach to develop a serious game in the education field. Based on our experience, the highly committed parties involved (researchers, teachers, and students) play the main role in supporting the success of ADDIE model approach in this research. [ABSTRACT FROM AUTHOR]

The impact of the industrial revolution 4.0 era in the world of education is that it is proven that there are more and more technology-based learning media that make it easier for teachers to convey material, not even face-to-face. The rapid development of science and technology is what makes students as the next generation need to have new literacy skills. This is due to the contextual integration of science and science materials that can provide meaningful learning. This study aims to find out what learning media are used to improve New Literacy skills in science learning activities. This research uses the content analysis method. From the results of this study, it was found that technology-based learning media can help improve the three aspects of new literacy. The technology-based learning media used is augmented reality to improve technology literacy, to improve data literacy, you can use the software in the form of GIS applications, while improving human literacy skills, using global issues that exist in social media. This technology-based media has succeeded in increasing new literacy abilities because it is efficient in providing various types of media, visual, audio, and audio-visual [ABSTRACT FROM AUTHOR]

Augmented Reality seems a promising tool to provide engaging and effective educational experiences, thanks to its potentiality in stimulating intrinsic motivation, that could influence the learning process and the attitude of the users towards behaviours. This paper presents the Resized Plastic Augmented Reality learning experience, designed on the basis of Dunleavy's framework to provide a systemic overview of the microplastics issue to allow users to understand its mechanisms, educate them about their role in the system and help them to connect this information to their everyday actions. [ABSTRACT FROM AUTHOR]

Learning English from childhood needs to be done to get a generation that has good English skills because children have a relatively easier and faster time to learn something. Therefore, the right interactive English learning method which can be easily understood by children needs to be applied. To realize interactive English learning, an English learning method is needed in the form of a media application using Android-based Augmented Reality (AR) technology to help children learn English. By utilizing AR technology, it is hoped that the English learning process for children will not only become more interactive but also be more independent. The AR method used is the Marker less Augmented Reality method, with this method the user no longer needs to use a marker to display digital elements. The objects that can be scanned consist of 10 objects, namely elephants, bears, tigers, camels, rhinos, bananas, apples, pears, oranges, and watermelons. Based on the results of the study, it can be concluded that the application runs according to the plan, so Augmented Reality with the marker less method can be applied for learning English. [ABSTRACT FROM AUTHOR]

This paper presents an empirical study and the resulting insights from a speculative design process in online workshops with students from a K1-12 teacher education programme. The empirical investigation consisted of five online workshops with the purpose of exploring Augmented Reality. Each workshop had a duration of 2.5 hours, with three to six participants per workshop. The theoretical frame was speculative design workshop and methods of inquiry inspired by Dewey, as well as the utilisation of storyboard and design tools for personal reflection. This paper explores three interrelated research questions: What are the implications of conducting an online speculative design workshop? How can speculative design be used as a method of inquiry? What are the potentials and challenges of the tools and exercises used? The research investigates the knowledge that speculative design workshops bring into play, as seen from two perspectives: the participants' learning process and the knowledge the workshops bring to the research field. It also investigates the implications of conducting speculative design workshops in an online setting, where it becomes essential to apply structured facilitation, and provide common tools that allow for creative and material exploration. Though the literature argues that speculative design provides an opportunity where the potentials uncovered are less influenced by the current implementations of the context under investigation. This research shows that working with speculations on preferred futures in various contexts is a challenging endeavour. The findings also show that the format can bring new insights for the participating students, and that it is essential to consider participants' well-being, learning frustrations, and keeping participants on track during the workshop. [ABSTRACT FROM AUTHOR]

Mobile Augmented Reality (MAR) is increasingly used in education. MAR has the potential to motivate and engage learners, increase learning effects and change the quality and quantity of interaction during the learning process. Therefore, MAR learning settings (MARLS) design principles are needed to provide teachers and researchers with orientation knowledge MARLS. However, there is a lack of frameworks and principles to guide the design of effective MARLS. Design principles for MARLS should include technical and pedagogical aspects. In a literature review we analyzed 12 studies on MAR design and application for education to identify the design principles: 1. Usability; 2. User centeredness; 3. Basic learning theories; 4. Conscious application; 5. Cognitive overload. The principles may guide researchers and practitioners to bridge the gap between MAR innovations and real-world classrooms. [ABSTRACT FROM AUTHOR]

In this article, an augmented reality application interface was developed, using a technological tool oriented towards teaching-learning that allows a mobile manipulator robot training system to be created. Focusing on the simulation of autonomous control algorithms and the implementation of animations made in the Unity 3D software, which will allow the user to interact with the real world through a mobile device where the rear camera will used to capture the image and the touch screen for visualization. It is verified that the application is intuitive and understandable for the user to operate, in order to provide the necessary knowledge of the operation and structure of the robot. [ABSTRACT FROM AUTHOR]

This article presents the development of a training system in augmented reality; oriented to the teaching and learning process in the area of Automotive Mechanics for hybrid vehicles. The application developed will allow the user to be more immersed in the operation of the hybrid vehicle, therefore, it will simulate the movements made by its transmission which involves the power dividing device (PSD), MG1, MG2 and internal combustion engine (IC), in addition, it performs the virtualization of the assembly and disassembly of the device in order to optimize time and economic resources, among other benefits of educational and technological impact. The system is developed in Unity 3D's graphic environment by means of large-scale 3D object recognition; by means of previously established patterns which, once the application has been developed, will allow the user to visualize the transmission together with its main components and will serve as an aid for the methodological process of teaching and learning in Automotive Mechanics. [ABSTRACT FROM AUTHOR]

In this paper we present the process of creating 3D models to develop augmented reality applications-oriented to the teaching-learning process. We present the process of creating three-dimensional models from conceptualization, polygonal modeling in 3ds max, creation of mapping coordinates in RizomUV, to the process of creating PBR materials in specialized soft-ware such as Substance Designer, Alchemist, and export and importation to Unity 3D. The developed models are incorporated into a virtual reality platform, which allows to exploring the flora and fauna of the Cotopaxi National Park, Latacunga, Ecuador. [ABSTRACT FROM AUTHOR]

The study of bone anatomy has a great impact on the courses of health courses and brings a series of challenges, since books and other 2D materials cannot present all the details of these organs. In this paper, an interactive augmented reality system for teaching this field of science is presented. The system's usability was tested by a group of volunteers, containing students and health professionals, indicating the system's ability to motivate students to learn bone anatomy. [ABSTRACT FROM AUTHOR]

The impact of development of artificial intelligence on the economy and general social change has been recently widely and analysed. But there is the great need for a serious discussion about its use in general education. Society in the second decade of the 21st century still equates education with the school system created in the 19th century. According to the author, it is necessary to develop new models of education in which artificial intelligence would reveal its capabilities. The opportunities of using artificial intelligence, including immersive media: VR, AR, MR in learning are incompatible with any kind of traditional compulsory education conducted within the rigid structures of school systems. For example, applications of artificial intelligence in text translations and live conversations put into question the sense of learning foreign languages. The opportunities of using virtual implementation of augmented reality enable the virtual situated learning. They allow to transfer the learners and provide them with intellectual and emotional, though virtual, stimuli in the existing or non-existing places and environment. The learner's selection and reception of information supported by artificial intelligence on a level corresponding to their pre-knowledge and additionally the individual cognitive style, create completely new, individualized possibilities of constructing knowledge. Obtaining feedback by asking questions and discussing with the AI bot in situated localization at any time and place puts the AI bot in the role of a reliable teacher or co-learner. Possibilities of recognizing any objects from the learner's environment and obtaining comprehensive and reliable information makes the information delivered just on time. The development of artificial intelligence will not wait for politicians making courageous decisions to introduce new solutions in education. It must be freed from the existing administrative and curriculum limitations. The text presents the examples of possible applications and discusses the AI's contradiction with traditional school education. [ABSTRACT FROM AUTHOR]

Copyright of CISTI (Iberian Conference on Information Systems & Technologies / Conferência Ibérica de Sistemas e Tecnologias de Informação) Proceedings is the property of Conferencia Iberica de Sistemas Tecnologia de Informacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Augmented Reality (AR) complements perception and interaction with a semi-real world and allows the user to observe a virtual environment enhanced with additional information assisted by a computer. The use of this technology has been introduced in multiple areas especially in education for spatial intelligence development and students' learning improvement. This paper describes the development of a single didactic material representing Ecuador's historical content through an application of AR in order to improve teaching and learning processes. It shows historical facts on virtual models by superimposing 2D and 3D dynamic graphics which were generated in real time; and description of recognition marks design were utilized to create AR. Thus, it also presents level of acceptance and perception on students using this technology. Students' academic performance was analyzed before and after the didactic material was utilized in the classroom and results were recorded. [ABSTRACT FROM AUTHOR]

Mixed Reality (MR) has become a more easily accessible technology to the general population. There are different types of MR: Virtual Reality (VR), commonly experienced through immersive VR headsets, and Augmented Reality (AR), commonly accessed through headsets and mobile phones. A new type of MR-technology is the HoloLens (Microsoft n.d.), which gives the user the ability to enhance their world with a superimposed virtual layer. The HoloLens can be interacted with through voice commands and hand gestures. This paper will analyse how the HoloLens can be used for educational purposes, and whether it can be used to improve learning and retention of knowledge (Klopfer 2008; Kolb 1984; Mayer 2016). This will be tested through the inclusion of the HoloLens applications SDU PACS and TwitterHolo, which are currently in early development. The main purpose of these applications is to use the AR-capabilities of the HoloLens to give students a new and better way to learn their curriculum, both individually and in groups. This is achieved by presenting information in a new way, as well as giving the students a portable work environment where they can visualize previously unseen relations inside the subjects they work with (Dunleavy 2014). The purpose of SDU PACS is to help the students easily recognize bone fractures in CT-scans by comparing scans and models, while TwitterHolo will visualize tweets from Danish politicians and make it possible to sort them using MR. The applications are meant for students only, as the HoloLens is not yet available to the public. To improve the user experience, as well as the learning and retention of knowledge, the application utilizes game elements such as MR-interaction with holograms, and multiplayer-collaboration centred around pre-defined learning objectives. This paper will discuss the usefulness as teaching materials of both the HoloLens and of the applications at their current point of development, as well as their shortcomings. [ABSTRACT FROM AUTHOR]

Digitalization triggers a shift in the compositions of skills and knowledge needed for students in their future work life. Hence, higher order thinking skills are becoming more important to solve future challenges. One subclass of these skills, which contributes significantly to communication, collaboration and problem-solving, is the skill of how to argue in a structured, reflective and well-formed way. However, educational organizations face difficulties in providing the boundary conditions necessary to develop this skill, due to increasing student numbers paired with financial constraints. In this short paper, we present the first steps of our design science research project on how to design an adaptive IT-tool that helps students develop their argumentation skill through formative feedback in large-scale lectures. Based on scientific learning theory and user interviews, we propose preliminary requirements and design principles for an adaptive argumentation learning tool. Furthermore, we present a first instantiation of those principles. [ABSTRACT FROM AUTHOR]

The research field of this paper is an analysis of the possibilities of applying the augmented reality in e-education. The application of augmented reality, mobile and Internet of thing (IoT) technologies facilitates the e-learning process. This paper presents a model of e-education based on augmented reality. As support for e-learning in the field of Internet of things, an application was developed in the Unity environment. The developed application should help students to learn the Internet of things technologies using augmented reality. In this way, students are introduced to the hardware and programming language used to develop smart educational environments. The aim of this paper is to facilitate students' learning process and realization of laboratory exercises of Internet of things using augmented reality. [ABSTRACT FROM AUTHOR]

Classical training scenarios in exercises and practices in the defense industry, focus on realism, where complex scenarios are simulated to achieve maximum impact on unit training. Thousands of hours are being spent to train units and provide real-life scenarios, to improve on survivability and efficiency of units, if and when the time comes, for proven organizational and practical efficiency. Using Augmented Reality and Artificial Intelligence to create real-life simulated environments would create a totally new learning platform, which provides a new learning experience and approach, for specialized situations in the defense industry. Many other solutions have tried to provide for interactive content, without achieving the much needed interaction between subjects participating in training courses, where complex environmental relations need to be analyzed. Artificial Intelligence algorithms may help identify patterns and may be trained to provide for specific input on human interaction. The Augmented Reality environment may provide for the much needed interaction and practices that are normally required for real-life situations. Combining both elements into a single eLearning platform, may provide for a totally new paradigm in the training of military and intelligence units, by reducing costs on an already expansive military budget, providing a safer training environment and ultimately improving the available methods of training for a special domain. The present work makes an analysis of available technology, software and hardware, to provide for such a scenario where Artificial Intelligence and Augmented Reality is united to create a new e-learning concept. A functional architecture will be presented, with the identification of the most probable already existing technologies that could be used to reach a proof-of-concept solution. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) based teaching and learning has evolved rapidly over the past years. Researchers have shown that AR has the potential to deliver persuasive learning experiences in formal teaching (e.g., in classrooms) and in informal learning environments (e.g., museums). However, comparatively little extant research is firmly grounded in learning theories and applies rigorous empirical methods to evaluate the effect of AR on learning performance. In order to build a cumulative body of knowledge on AR-based instructional design and its effectiveness, it is necessary to consolidate both the theoretical foundations of and empirical evidence for using AR for teaching and learning. Against this background we conducted a focused systematic literature review on theoretical and empirical foundations of AR in education. We identify theory-based design elements and empirical measures for developing and applying AR teaching and learning applications and consolidate them in a design framework. [ABSTRACT FROM AUTHOR]

This paper reports on third-semester engineering students' development of virtual reality (VR) mini-games, targeted at adolescents, for training in alcohol-resistance skills. Denmark has one of the highest rates of substance abuse in Europe. The mini-games were developed in the game programming environment Unity - and mostly tested in Google cardboard. The mini-games visualized in VR how drinking affected orientation, vision, motor skills, social skills, decisionmaking and memory. Examples of mini-games were: simulations of house-party situations; balancing and navigating while walking home after a party; driving while drinking; or waking up the morning after a total blackout with strange objects around the bed. The students were experienced programmers but VR was new to them. They spent a lot of time discussing how to prevent cybersickness. Most of the simulations successfully explored decision-making while drinking, but a few of them became games promoting the fun of drinking and making questionable decisions. The gameplay in these mini-games linked drinking to winning the game, which is undesirable. Most of the mini-games showed a potential for developing innovative and creative VR tools for alcohol-resistance skills training. [ABSTRACT FROM AUTHOR]

This paper provides an overview of the findings from an evaluation of the role of Google Glass in education over the past three years. The authors have experimented with Optical Head Mounted Displays as a support tool for various learning activities over the past few years. The study described in the paper commenced back in 2014 and continued despite the fact that the development of the Google Glass technology was paused and then shifted towards enterprise clientele. This was a result of our confidence that the future of learning interfaces is aligned to the proliferation of augmented reality and the fact that the Google Glass interface offers an ideal tool for learners due to its light structure and seamless wearing experience. The paper discusses how Google Glass has been used for a range of learning activities and describes the learners' experiences from using the device. The main contribution of the paper is in the form of measuring the success of the specific interface by sharing the results of three years of evaluations. The evaluation results are further analysed taking under consideration a number of profiling techniques of the learners involved including their personality type and learning style. [ABSTRACT FROM AUTHOR]

Maintenance and repair skills can be very complex. Traditional methods of training may not have potential to meet future trends in maintenance and repair. In the light of this, Augmented Reality (AR) is a very promising application of an emerging technology, combining virtual environment with the real world, to support procedural tasks in corporate training. Since AR-based training is directly linked to physical objects/devices of the training context, where some additional information are overlaid onto a real world context, maintenance and repair skills could benefit from the implementation of AR in training programs and users could take advantage by using this new technology while performing job tasks. In this paper, we present an ongoing research, concerning the application of Augmented Reality technology to e-learning system for corporate training purposes. The first step of our research consists of the development of an Augmented Reality Web App for maintenance and repair training purposes, which will be useful to aid the user in the execution of some procedural tasks. In order to achieve our goal, we engaged a worldwide elevators company: Sematic-Wittur, which is volunteer participating to some phased of the research. After the development of the Web App, hands-on and evaluating test sessions will involve a focus group of the company. Moreover, our research will go one step further by analysing the efficacy of AR in corporate training in comparison with the evaluation of other training methods in the same field. Finally, the collected data will be analysed quantitatively and qualitatively. Our ongoing research aims to figure out if corporate training would get a valuable help from the implementation of AR in training programs, seeking to explore the advantages of the use of this new technology in maintenance contexts' needs. In this paper, we begin from a theoretical framework on AR, we describe how we apply AR to training purposes and we explore the potential of AR, looking at the initial results of our ongoing research and at the work that is still to be done. [ABSTRACT FROM AUTHOR]

This paper reports on a project in which communication and digital media students collaborated with visual arts teacher students and their teacher trainer to develop visual digital designs for learning that involved Augmented Reality (AR) technology. The project exemplified a design-based research (DBR) practice for visual learning design that utilised the competencies of diverse stakeholders throughout the design process. The project's pedagogical rationale for integrating digital technologies in the arts was that the visual digital designs should elicit different new art forms drawing on interactivity and social practices rather than replicate former art forms. Thus, the project participants explored the possibilities for developing a visual learning design based on digital communication technology and contemporary visual arts pedagogy. Furthermore, the project provided an exemplifying basis upon which to discuss the potential for reengineering the traditional role of the teacher/learning designer as the only supplier and the students as the receivers of digital learning designs in higher education. The discussion applies the actor-network theory and socio-material perspectives on education in order to enhance the meta-perspective of traditional teacher and student roles. [ABSTRACT FROM AUTHOR]

The use of ICT in education through the integration of Web 2.0 applications and open online education resources leads to an increase in the motivation and involvement of students in their own learning process, promoting a collaborative-participative learning and facilitating the development of necessary 21st century skills (learning and innovation skills; information, media, and technology skills; life and career skills; adaptability; complex communication/social skills; non-routine problem solving; self-management/self-development; and systems thinking).The use of the aforementioned resources in science education through various devices (computers, smartphones, or tablets) determines teachers to continuously adapt their perspective upon the design and management of the teaching process and to acquire new professional and transversal skills, since an exemplary science education can offer a rich context to develop most of the necessary 21st century skills. From a pedagogical perspective, the use of new media is of outmost importance to support learning and to obtain educational benefits which can be a result of an enrichment/extension/completion of the learning experiences offered to students in the real world with those based on virtual reality. We refer here to a new visualization option offered to science education through ICT, namely augmented reality (AR). Nowadays AR applications are only occasionally used in science education, being mainly seen as a technology for entertainment and informal education. Nevertheless, this visualization technology has a great potential for formal education, developing life skills and facilitating new learning experiences. Regardless of the visualization technology used, its teaching value derives from the way teachers are able to direct learning experience through the proposed instructional design, starting from the desired learning outcomes. For science education, we refer here to the collaborative-participative experiences which are the result of applying teaching methods such as investigation, observation, peer coaching, jigsaw, etc. Starting from these general observations, we present in this study the various options in which AR can be used to create authentic learning experiences in Romanian science education. We also describe and analyze free apps developed for this purpose (Aurasma, ZooBurst, Wikitude). Finally, we study the attitude of future teachers towards using learning and visualization technologies in their future teaching, emphasizing their main fears but also what they consider to be the main advantages of integrating technology and in particular AR in science education. [ABSTRACT FROM AUTHOR]

The purpose of this project is to design a new form of interface for children's learning by applying the augmented reality (AR) technology. Our main idea on this project is to explore the method of interaction that most people have yet to know about. The existing methods of user interface have become quite common to the users. Hence, we provide the new approach of interaction called AR Marker-based interaction in solving difficulties in attracting and cultivating children's interest in learning. This study is implemented in a children's 3D Dinosaur Encyclopedia. The motivation for this study is due to the lack of interaction and interest in the common teaching methods. Additionally, our study aims at providing new ways to make learning fun for children. [ABSTRACT FROM AUTHOR]

We are part of a team of educational innovation that aims to transform the teaching and learning of Calculus through the integration of digital technologies. We are looking to foster a visual and tangible learning of Mathematics. As a team of educational research we care for developing mathematical cognitive skills that are not explicit in curriculum but have been taken for granted. Most of them is basic to the understanding of mathematics and are useful in the process of problem solving. Spatial visualization, for example, has been taken as an innate skill in students, however, experience with teaching solids of revolution, may question whether this is really the case. We identify spatial visualization as a cross-curriculum content and take the task of designing an educational technological resource to improve this skill. We have investigated the benefits of Augmented Reality technology for learning Calculus. The purpose of this paper is to present the AR Application we have developed to promote spatial visualization. Elements of its design as educational resource will be discussed in order to situate its use in ordinary Calculus I, II and III courses at college. In this paper we want to share aspects about application design as a whole, but will deepen in Calculus II level, where the visualization of solids of revolution takes place. Finally we share the kind of experience we have had with students and looking for better learning experiences for current and future generations. [ABSTRACT FROM AUTHOR]

Compared to the way heritage assets are regarded in other developed nations, the Romanian ones are very often poorly managed, left unknown to the very own Romanian people, they are neglected and even damaged. Promoting and taking advantage of the country national heritage assets - be them tangible or intangible, involves first of all a raised awareness; it implies knowing about them and understanding their true meaning. Learning is the key to acquiring knowledge and people are prone to retaining information important to them or information that has a strong sensorial, emotional, cognitive impact upon them. As nowadays learning processes are more and more influenced by the powerful online environment and the complex technology, the sensitive area of heritage may take great benefits from it. National heritage assets bear within themselves historical and cultural information. They are the key to building a strong and proud national identity and a valuable social cohesion, to contributing to a sustainable economical development. As the way of retaining information and learning is changing, augmented reality gives the learner the live experience of the past and makes him aware of the heritage importance and of its true significance in the most appropriate way. The augmented reality technology makes the information more powerful by enhancing its substance with visual, audio and sensorial attributes, building thus a real live experience. The current paper aims to bring in discussion the possibilities of transmitting the knowledge about heritage assets through specific applications of augmented reality, making a particular reference to the educational games that transform learning into an entertaining activity. [ABSTRACT FROM AUTHOR]

The gained results from an experiment with teachers from primary school related to the influence of Augmented Reality (AR) technology on affective states and learning are presented. Positive and negative emotions are important part in teachers' preparation of pedagogical content, curriculum development and relationship creation with children. According to the teacher's pedagogical strategy and presented content different emotions could be induced to pupils. The findings point that AR technology based learning objects play an important role to settle emotions and feelings like concerned, attentive, enthusiastic, excited, activated, with new idea, joyful. Successful learning practices are well described showing the potential of AR to promote creativity, curiosity and discovering approach at gathering new knowledge or applying existing facts. A wide range of research publications demonstrate that the appropriate affective learner's states can lead to the effective learning. The importance of positive emotions on stimulation of creative thinking, efficacy in decision making and in support of problem solving is explored too. The relationship among AR technology usage, resulting emotions and learning achievements are not explored and it is a challenge producing several research questions like: How does AR technology influence on the learners affective states?, How the learners emotions evolve during an AR session?, How the correlation among AR technology and emotions reflect on the learning experience? The research methodology includes three main procedures: (1) literature review about the important emotions for a learning process, (2) creation of exploratory tools for emotions gathering during an AR session, (3) experiment organization and result analysis. [ABSTRACT FROM AUTHOR]

Augmented Reality has brought significant contributions to the field of Education. This technology transformed learning in a more motivating, enjoyable, fun and interesting activity. This paper presents an Augmented Reality application for mobile devices that complements and supports learning of geometric figures. The application, called AGeRA, consists of a geometry book and software capable of reading special markers inserted into the book's content. When this book is placed in front of the camera of a mobile device, 3D objects, sounds, animations and other interactive elements, leap from its pages making learning more fun and exciting. Preliminary tests were made with teachers and students and showed good acceptance of the application to support geometry teaching. [ABSTRACT FROM AUTHOR]

Textbooks have been around for several centuries. However technologies have changed the way we learn today. Chalks, boards, computers through the use of specialized software for teaching and learning have also contributed significantly in the teaching and learning process. In this research, augmented reality (AR) applications were developed to simulate selected engineering problems and tested with students. The physical interface of the AR application was tested in terms of visualization, interaction and learnability and is described in this paper. Preliminary results showed AR is a promising visualization technology that could enhance the learning process [ABSTRACT FROM AUTHOR]

Learning for earthquake disaster is important in Japan. However, it is rare to experience a big earthquake disaster even in Japan. Therefore, it is difficult to teach the importance of learning for earthquake disaster. We developed a learning support environment that can give a learner simulated experience of earthquake disaster by mobile augmented reality. [ABSTRACT FROM PUBLISHER]

Notwithstanding many e-learning technologies, the latest achievements in that field involving by use of virtual and augmented reality (VR/AR) technologies in learning processes. Fundamental part for such systems is provision of interaction in environment which is built of three dimensional (3D) objects. In basic and simplest realizations typical devices (mouse, keyboard and monitor) could be used and more attention is put to visualization technologies and the higher performance of hardware, more photo-realistic is 3D environment. For all that VR/AR concept stays for usage of non-traditional and different hardware, which are suitable for definite scenario and increases immersion level as high as possible. Higher immersion level can be achieved with output devices, which are mainly directed to humans visual sense, for example, head mounted displays (HMD), stereoscopic monitors, projection walls, CAVE systems, etc. Nevertheless the opposite communication direction is also important, it means how trainee/user will tell something or give instructions to the VR/AR learning system (William et al., 2003). It is done by input devices, which choice is comparatively wide. Several technologies are still in development and research process, other have problems with compatibility and integration possibilities in developed VR/AR systems. The aim of this paper is to explore possible approaches for new input devices provision in VR/AR authoring platforms and to develop software modules for data glove and head position tracking devices. Software modules settings should be adjustable, so custom configurations could be created for usage in different VR/AR learning systems for scenario and operations realization processes. [ABSTRACT FROM AUTHOR]