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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]

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]

This paper describes a preliminary investigation (PI) on how the student-centered learning can be adapted through computational thinking (CT) and segmenting principle. The PI is conducted to investigate the current issues of teaching and learning and the importance of student-centered learning. This study highlights two main domains; CT and segmenting principle as well as one technology intervention to be adapted in designing a learning material that could support the student-centered learning. Articles' reviews and semi-structured interviews are two main methods used in this study. Ten respondents were selected to participate in the interview which are one content expert of CT, three lecturers and six students from Malaysian Technical University Network (MTUN). The findings of PI proved that there is a need to develop a learning material that support the student-centered learning and strengthen the findings of literature reviews that there is a lack of CT knowledge and awareness among MTUN students. Researcher highlights that a learning material related to digital video production could be designed and developed to support the student-centered learning and adapting the segmenting, CT as well as interactive mobile AR technology intervention to reduce the students' cognitive load and increase students' performance and interest in learning. [ABSTRACT FROM AUTHOR]

The observations using real media make it easier for students to understand invertebrate material. Examples of media that could be used on objects of living things classification were preservation. Preserved media provided conceptual and theoretical learning experiences because they were presented in detail and in real terms. This wet-preserved learning media can only be used in the face-to-face learning process; therefore, we needed a technology that could be used by students for the observation process during the online learning process in Covid-19 pandemic. The technology was learning media based on a mobile application Android equipped with augmented reality technology that was able to model cells in 3D that is closer to their original form, so the students can observe the details of the cell parts and interact significantly with 3D cell objects. The purpose of this study was to develop a wet-preserved learning media based on mobile application integrated augmented reality that is suitable for use on invertebrate sub-materials, whether used for face-to-face learning or online learning. The research model carried out was the research model from Lee & Owens with the stages: analysis, design, development, and evaluation. The results showed that the development product was very suitable to use, seen from the percentage of material expert validation tests that was 99% and the percentage of media expert validation tests was 96%. In addition, this product also categorized as very good to use, seen from the percentage of readability tests by science teachers and students respectively 86% and 89%. [ABSTRACT FROM AUTHOR]

Spatial ability and self-regulated learning are important aspects in human life. Besides, Augmented Reality (AR) nowadays becomes technology which steals the world's attention to be developed in many fields, including in education. This study aims to explain "can Augmented reality improve spatial abilities and self-regulated learning?". The method used is a literature review. Data was obtained from scientific journals and books that have been published in a place that is reputable. The results showed that AR can improve spatial ability and possibly improve self-regulated learning of student. AR can improve spatial abilities based on a lot of scientific research and from the aspect of spatial abilities which basically can be improved by using AR. Meanwhile, AR is said to have the potential to improve SRL based on many researchers developing AR to be a mobile application and using it for mobile learning. Which many researchers state that mobile learning can improve SRL. [ABSTRACT FROM AUTHOR]

The Fuzzy Delphi Method (FDM) is one of the research methods used in obtaining experts' consensus on specific issues. FDM is a combination of the Delphi method and fuzzy theories. Although there are benefits of using FDM, but literature review on its application in the domain of Human-Computer Interaction (HCI) is still insufficient. Thus, this paper provided a review on FDM, including its application in the HCI domain. This paper begins with presenting a background on methods, discussing its benefits and weaknesses, comparing between the Delphi method and FDM, as well as steps in FDM. Several articles between 2015 and 2021 were reviewed. The study also examined FDM application in HCI in terms of field domain, number of experts, and data collection. This paper revealed FDM as one of the methods to obtain expert group consensus using a new construct of model or evaluation framework for user experience, augmented reality, usability, mobile applications, and online learning domain. The number of experts suggested for FDM implementation is ten. This paper mainly contributes in providing an overview on FDM in terms of conceptual, steps, and applications with a clear understanding for future studies. [ABSTRACT FROM AUTHOR]

The high level of medical malpractice has a negative impact on patients with a very serious risk of loss. One of the causes of medical malpractice is an error in carrying out medical actions because knowledge about medical actions such as the surgical process comes from theories and concepts not on actions on real objects, even if they are carried out on real objects, they are limited to high costs. Augmented reality (AR) is an interactive experience of a real world environment where the objects that reside in the real world are enhanced by computer-generated perceptual information. The purpose of this research is to build a mobile learning model with augmented reality technology for medical personnel to reduce practice malls. The research method uses a qualitative approach through literature review and observation. [ABSTRACT FROM AUTHOR]

Nowadays, the noteworthy growth of digital tools for museums and art spaces enhances and redefines the museum experience. The creation of digital applications that provide meaningful experiences in the art space is a real challenge. Transformative learning theories focus on educational processes that aim for the development of critical thinking while some of them involve the aesthetic experience as a medium that can be exploited. ARtales is an augmented reality mobile application for the National Gallery of Athens visitors which utilizes transformative learning methods through aesthetic experience in an attempt to offer a more substantial and innovating experience in the gallery. More specifically, users asked to discover hidden symbols, uncover hidden objects and live AR experiences related to different subjects/scenarios in the outdoor spaces of the gallery or in their personal place, in order to develop their critical thinking and revisit the artworks in a playful and substantial way. The application also uses a points-based reward system in the direction of gamification. This study refers to the first use and evaluation of the ARtales application by a number of postgraduate students in order to draw conclusions related to the development of the critical thinking and the transformation of the views and perceptions of the participants, the assimilation of the offered information as well as the acquaintance with the artworks. For this purpose, questionnaire-based evaluation and free conversation with the participants was carried out as well. According to the results derived, the first use showed positive acceptance and response. Last but not least, the study gives suggestions for future work and exploitation as well as future pilot implementation which is of major importance in order for the ARtales app to become feasible for a widespread use in the near future. [ABSTRACT FROM AUTHOR]

One of the playful activities used in education is the treasure hunt, a serious game that allows students to work cooperatively. This activity stimulates different cognitive processes connected to accurately reading the clues and understanding them, and extremely effective to elaborate a collaborative strategy necessary to find the hidden objects. Augmented Reality is an innovative technology with a growing potential in promoting new scenarios to support teaching and learning processes. In this paper we present a learning activity based on a treasure hunt serious game developed with ARLectio®. ARLectio® is an augmented reality authoring tool aimed at supporting the creation of educational resources that leverage the AR technologies to improve students' engagement. ARLectio® is characterized by an intuitive user interface that supports educational content creation based on different media types, such as: text, images, video, and 3D model, that will be accessed through mobile AR applications. From the architectural perspective, ARLectio® consists of a web-based AR authoring tool addressed to teachers for the creation of educational contents, and a mobile App in which the content is consumed by students within AR based educational activities. In the scenario described in this paper, ARLectio® is used by teachers to design an educational treasure hunt activity that will be accessed by students through their mobile devices. The topic of the treasure hunt is "Climate change and environmental sustainability". In a pilot study presented in this paper, students were divided into small groups, and they collaboratively interacted to solve some treasure hunt enigmas. The clues and enigmas are related to the school curriculum. For example, clues include the solution of simple mathematic and linguistic problems as well as historical references and notions of geography. The results of the pilot demonstrated a positive effect of the use of AR technologies in the level of engagement of students in the learning activities. [ABSTRACT FROM AUTHOR]

Most of the people, at least in developed countries, have access to mobile learning devices. It seems, in the new nomadism, it is difficult to differentiate between workers and learners. Many of the mobile full-time workers are, also, part-time students studying at home or online. Many of the adult students in day-time courses are, also, mobile part-time workers. Technology is and will be used to provide attractive digital to the tablet and smartphone users. The new trend: the augmented reality. The Augmented Reality (AR) is a variation of the virtual media or of the virtual reality allowing the user to see the real world, with overlapping virtual objects or completed with real objects. The AR is an imagined layer overlapping the real world, visible by means of devices such as computers, smartphones, tablets, display glasses and other devices allowing the users to recognise these media which can consist of images, videos, and sounds. As the tablet and smartphone use spread, the augmented reality started being used more and more in every-day life, but also in the educational environment. Are the teachers ready, however? We hereby present, in the first part of this paper, a comparative study based on data obtained within the JOYAR project - Joyful adult training using augmented reality financed by the European Union, data revealing both the degree, and the level of involvement of adults in 6 countries in using new technologies for educational purposes, as well as a possible list of key-competencies required for successfully applying them. Furthermore, we present - in the second part - the advantages of integrating this technology in the teaching activity, but also practical classroom examples, rendering the lessons more animated and much easier to understand; The AR usefulness is limited only by our imagination [ABSTRACT FROM AUTHOR]

In 2013 curriculum, learning chemistry was designed to build thinking skills through a scientific approach. Students are supposed to apply what they learn in oder to solving problems in daily life. In supporting learning activities, a teacher needs teaching material. The teaching material need to be arranged according to the needs of students and curriculum. One of them is by preparing teaching materials using learning models, namely problem based learning. During covid-19 pandemic, learning was done by online. Innovation in online or digital-based teaching material is needed to support online learning from home such as integrating teaching material into e-learning. Augmented reality can be added in teaching material to help visualize chemical particulate objects. This study aims to produce e-learning teaching materials that are arranged by using Problem Based Learning model and equipped with Augmented Reality for topic nature of chemistry and scientific methods, as teaching materials in covid-19 pandemic that is affecting Indonesia nowadays. This study uses the Lee & Owens development model until the development stage. Feasibility of learning material seen from the results of the validation test and legibility test. The results of material validation was 92.5%. The results of the media validation obtained a score 95%. Readability test results obtained a percentage of 86%. Based on these results, teaching material that had been developed can be used to support learning nature of chemistry and scientific methods. [ABSTRACT FROM AUTHOR]

In recent years, several studies have provided evidence for the positive impact of augmented reality in language acquisition. In particular, augmented reality as a multimedia learning environment has been found to be potentially more effective than learning using traditional methods, such as paper-based textbooks. According to the cognitive theory of multimedia learning, it can help reduce the extraneous cognitive load and improve learning by employing the spatial continuity principle. In this paper, the impact of the spatial continuity principle on the augmented reality learning system was tested by comparing the cognitive load and learning performance of two separate learning systems. The experimental results showed that the explanation integration system, which applies the principle of spatial continuity to the augmented reality learning system, was more effective in terms of knowledge retention. However, the results on the cognitive load contrasted previous research findings on the spatial continuity principle approach, as no differences were found in the extraneous cognitive load of the learners in the two systems. [ABSTRACT FROM AUTHOR]

This paper seeks to understand the impact of immersive media, in particular augmented reality, within the education sector. A small experimental methodology was adopted alongside a current literature review. Three research questions were posited as follows: (1) What are the affordances of immersive media within education? (2) What are the barriers to immersive media in education? (3) How may immersive media be implemented? Affordances of immersive media include greater content customisation, increased creativity with less risk, promoting student interaction, enhanced motivation and engagement, and the chance for students to engage in extraordinary experiences. In 2020, many students around the world are staying home and studying in isolation, as a result of the COVID-19 pandemic. In this emergency context, mobile applications can offer interesting experiences that can make life and learning less difficult and more pleasant. The mobile web application Metaverse was used to exemplify in two different ways how immersive media can be appropriately used as a tool in a university level education setting. The first prototype was a short quiz on general knowledge about New Zealand, to help orient new international students. The second prototype was a quick poll to feel the pulse and understand the mood of students while at home and physically away from the campus and their lecturers. In summary, the authors present an updated review of this technology and present their own new examples of applications that serve additional purposes. [ABSTRACT FROM AUTHOR]

We present Heimdall, a mobile GPU coordination platform for emerging Augmented Reality (AR) applications. Future AR apps impose an explored challenging workload: i) concurrent execution of multiple Deep Neural Networks (DNNs) for physical world and user behavior analysis, and ii) seamless rendering in presence of the DNN execution for immersive user experience. Existing mobile deep learning frameworks, however, fail to support such workload: multi-DNN GPU contention slows down inference latency (e.g., from 59.93 to 1181 ms), and rendering-DNN GPU contention degrades frame rate (e.g., from 30 to ≈12 fps). Multi-tasking for desktop GPUs (e.g., parallelization, preemption) cannot be applied to mobile GPUs as well due to limited architectural support and memory bandwidth. To tackle the challenge, we design a Pseudo-Preemption mechanism which i) breaks down the bulky DNN into smaller units, and ii) prioritizes and flexibly schedules concurrent GPU tasks. We prototyped Heimdall over various mobile GPUs (i.e., recent Adreno series) and multiple AR app scenarios that involve combinations of 8 state-of-the-art DNNs. Our extensive evaluation shows that Heimdall enhances the frame rate from ≈12 to ≈30 fps while reducing the worst-case DNN inference latency by up to ≈15 times compared to the baseline multi-threading approach. [ABSTRACT FROM AUTHOR]

The main focus of higher education nowadays is no longer the educator or the educatee, but the educational unit which is usually made up of trainers, trainees, methods, context(s). All these elements contribute to the actual level of competence that defines and describes today's and tomorrow's professionals. The strong link between providers of education and educatees lies within the methods used in courses, but also in the educational context, which relies upon the current social and cultural reality. This is where efficient marketing tools intervene and may even change the course of action. Marketing tools can even be found prior to the course design, as research surveys can highlight and even assign various stages or items which must be included or left out of the content. They can also serve as a means of assessment of the course and/or trainees. This way, online mobile learning, gamification, social media, augmented reality become the partners of all participants in the educational process. We consider this a win-win situation for the actors who are involved in the program (providers, direct beneficiaries, indirect beneficiaries). Teachers can observe the reactions and other forms of feedback sooner than ever before, and students can acquire and practice new competences in an interactive way. The focus in our current initiative is the development and further use of modern educational strategies and methods in Romania while using modern tools to gain the interest and awareness of educators and (potential) students in a variety of fields or even highly specialized subfields. [ABSTRACT FROM AUTHOR]

Continuous advancements in technology provide an opportunity for higher educational institutions to enhance the electronic learning experiences of students. Following a review of literature, this research explored student perceptions on the possible uses of virtual reality in their universities, as a way of easing their access to learning material. The research was conducted with the aim of answering the question of how virtual reality can be used to enhance learning, for higher learning institutions. Using a mixed-method research method, online surveys were distributed to registered university students in South Africa, using a simple random sampling strategy, to obtain a diverse and non-biased data set. The quantitative and qualitative responses were analyzed separately, before being triangulated, and used to inform the discussion and conclusion. Ultimately, the research found that although there are various benefits associated with the introduction of Virtual Reality - in South African Higher Education Institutions - the diverse population of participating students, and the varying differences in their socioeconomic statuses, would result in the inequitable distribution and usage of its resultant advantages. [ABSTRACT FROM AUTHOR]

In current context, the society is being transforming itself in what genetically is named as digital society. The digital is taking over the organizations that perceive in technology an advancement/added value for their business. In the context of higher education as part of society, it is thus "forced" to change its operant mode in general and in particular in the teaching-learning process making it more digital, and at the same time more motivating for students. The aim of this study is to investigate the perception that higher education professors in the area of technology, across South Europe, South America, and Asia countries have about the use of mobile technologies such as gamification and augmented reality and how they can be used to promote student's engagement inside and outside of the classroom. [ABSTRACT FROM AUTHOR]

The main focus of higher education nowadays is no longer the educator or the educatee, but the educational unit which is usually made up of trainers, trainees, methods, context(s). All these elements contribute to the actual level of competence that defines and describes today's and tomorrow's professionals. The strong link between providers of education and educatees lies within the methods used in courses, but also in the educational context, which relies upon the current social and cultural reality. This is where efficient marketing tools intervene and may even change the course of action. Marketing tools can even be found prior to the course design, as research surveys can highlight and even assign various stages or items which must be included or left out of the content. They can also serve as a means of assessment of the course and/or trainees. This way, online mobile learning, gamification, social media, augmented reality become the partners of all participants in the educational process. We consider this a win-win situation for the actors who are involved in the program (providers, direct beneficiaries, indirect beneficiaries). Teachers can observe the reactions and other forms of feedback sooner than ever before, and students can acquire and practice new competences in an interactive way. The focus in our current initiative is the development and further use of modern educational strategies and methods in Romania while using modern tools to gain the interest and awareness of educators and (potential) students in a variety of fields or even highly specialized subfields. [ABSTRACT FROM AUTHOR]

The public music education curriculum in Malaysia was first introduced as a compulsory subject into the primary schools since 1983 through the program of "Integrated Primary School Curriculum". The main aim of Malaysian music education is for pupils to develop an interest and an appreciation ofmusic and songs ofthe Malaysian culture. In addition, the specific aim of music education in the Integrated Primary School Curriculum is to produce students who have a basic knowledge and understanding ofmusic, as well as minimum skills in producing music. When comparing to the traditional method (non-interactive), one of the drawbacks is the missing level of realism. Therefore, an Augmented Reality (AR) based approach may offer a way out to enhance the visual information. AR technology has been established and matured to the peak where the education sector can use it for effective teaching and learning especially to provide realistic learning experience to the students. In addition, the Ministry of Higher Education is strongly urging to get on board ofthe digital transformation since AR is one ofthe nine pillars that define Industry 4.0. The objectives of this research has two folds: (i) to promote Malaysian music education especially the traditional musical instrument to young generation by exploiting the technology from AR and (ii) to develop an AR application by enriching the digital content on top ofthe traditional musical instrument to help the students in the primary school to understand and learn the traditional musical instruments anywhere and at anytime. This research is found to be able to support interactions between students in the class, cultivating more interest in traditional music and instruments through the smooth transition between the reality and virtuality, as the interaction with a computer can improve the interest in learning and teaching. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine whether an augmented reality (AR) application can support the engagement, motivation, and quality of symbolic play of children with autism. The symbolic play of autistic children has been characterized as "inadequate" or "impaired" in a number of studies. In this paper, we describe the design and implementation of an AR application using the augmented reality platform Aurasma (now HP Reveal). The interventions took place in a kindergarten class, which also included an inclusion class. The participants of this study were three autistic children, aged 6, from the inclusion class. We used a qualitative research approach. Data were collected via non participatory observation, field notes, and video recordings. The data were analyzed using Kasari et al. (2000, 2006) classification of symbolic play and Ferre Laevers et al. (2005, as cited in Panagopoulou 2015) scale of involvement. Our results indicate that the designed AR applications supported the emergence of symbolic actions of autistic children during play and the engagement of the children. [ABSTRACT FROM AUTHOR]

This paper examines the state of the art of mobile Augmented Reality (AR) and mobile Virtual Reality (VR) in relation to collaboration and professional practices in a creative digital environment and higher education. To support their discussion, the authors use a recent design-based research project named Juxtapose, which explores tensions between the digital and the analogue. Also Juxtapose explores the possibilities of interaction resulting from the use of multiple markers to create a playful semi-tangible object, whilst proposing a networked model of content creation in augmented space. In this paper, following a narrative and empirical base, the authors argue that their approach is very similar to Wenger's concept of legitimate peripheral participation leading to active participation within communities of practice and can be beneficial to redesign and improve some of the creative curriculum in higher education. [ABSTRACT FROM AUTHOR]

Augmented Reality game-based learning (ARGBL) is quickly gaining momentum in the education sector worldwide as it has the potential to enable new forms of learning and transform the learning experience. However, it remains unclear how ARGBL applications can impact students' motivation and performance in primary education. This study addresses that topic by providing a systematic review, which analyses and critically appraises the current state of knowledge and practice in the use of ARGBL applications in primary education. In total, seventeen (17) studies that used either qualitative, quantitative, or mixed-methods to collect their data were analysed and were published between 2012 and 2017. The study results indicated that ARGBL applications are mainly used to document the design and development process, as well as to share preliminary findings and student feedback. Based on a comprehensive taxonomy of application areas for AR in primary education, ARGBL can potentially influence the students' attendance, knowledge transfer, skill acquisition, hands-on digital experience, and positive attitudes in laboratory experimental exercises for different courses. This review aims to offer new insights to researchers and provide educators with effective advice and suggestions on how to improve learning outcomes, as well as increase students' motivation and learning performance by incorporating this instructional model into their teaching. [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]

There is no doubt that globalization and innovation in technology has led to the use of technology widespread in almost all sectors, including in the field of education. In recent years, the use of technology in the field of education has more widely and rapidly expand worldwide. Integration of technology in education always open to new opportunities where past studies have shown that technology enhances teaching and learning experience. There are various technologies that have been integrated into the various disciplines of education. Augmented Reality (AR) in mobile learning, which allows a combination of real and virtual worlds in a mobile device, is one of the latest technological potential and has been applied in the field of education. The aim of this research work is to mitigate the challenges faced by end users namely students and teachers of history class by means of creating Augmented Reality mobile application to increase the interest in both delivering and receiving the subject matter. The system consists a mobile platform for students to view the content, and a cloud-based engine to deliver the content based on recognized marker. The impact of such system has been tested on both students and teachers, where students showed interest in learning history, while teachers expressed interest to extend and adopt the system school wide. [ABSTRACT FROM AUTHOR]

The current rapid advancements in wearable devices hardware and software technologies offer both new opportunities for education, but can also come with challenges for the education providers. Current selling trends among the wearable gadgets indicate a rapid growth in user demand, especially among teenagers and students. The increasing availability of display technologies like OLED and Quantum Dot technologies is opening the doors for the development of new flexible devices, adapting normal surfaces for user interfaces and offering new possibilities of interactivity. The devices' miniaturization, along with the increase of processing power and video cameras performance, can be used as new tools in education, that can add dynamic virtual generated content to information from the real world and provide knowledge on-demand to mobile users. One efficient way to implement such a tool is by using Augmented Reality (AR) software with mobile devices, such as tablets, smartphones of phablets. In this paper, a series of tools are presented, that can be used by teachers and trainers to add 3D generated content by mapping it to objects from the real world, using software tools to process the visual information received from a video camera, analyse the visual content, dynamically add the 3D content depending on the parameters of the real world "markers" and to display the results on the mobile device's screen. The development workflow is also presented, describing the work process from creating a marker to publishing the result as a standalone application that can be installed on an device running Android operating system. The demo application implements these technologies to demonstrate the presented concepts and to provide an example of enhancing a course material in wind energy field by implementing AR to increase the interactivity with the students, increase the self-learning experience and stimulate the students' curiosity and understanding of the technical studied aspects. [ABSTRACT FROM AUTHOR]

Development of electronic technologies shows a general tendency towards miniaturization manifested subsequently in mobility and ability to process larger amounts of information. It is mostly mobile technologies and devices interlinked by internet (internet of things), which contribute to an exponential growth of electronic information and its use. A similar trend is noticeable within in education with growing utilization of electronic forms. In that area we may discern further development of e-learning by means of mobile applications where new opportunities for dynamic presentation of study content and adaptation to the mobility of stakeholders of the educational process keep opening up. Multiple modern technologies and methods improving the flexibility of education have already been employed in e-learning. The use of augmented reality, enabling mobile access to information, belongs among the most advanced technologies in the area of elearning, promising to shape its future. Extensive amount of information about objects surrounding us presents the main benefit of such technology. Information is obtained by means of adequate tools that are, due to mobile devices proliferating among both students and teachers, frequent enough. They include smart phones, tablets etc., possessing a kind of "intellect", i.e. they are capable of processing information and contain mobile internet connection. Communication by means of iBeacon low-energy Bluetooth transmitters distributed at various educational interest points belongs among those interesting technologies which facilitate augmented reality. In our research, we investigated and subsequently tested the possibility of spreading e-learning by its means, and assessed its potential to reach the target audience more effectively within the augmented reality. Our findings show that the character of distributed knowledge differs from the traditional e-learning in dynamic perception of information which is divided into particular interest points, using iBeacon devices. Another advantage is the flexible use of that technology while teaching outside, in a laboratory etc. In the proposed paper we developed, based on the results of our research, a model of an interesting e-learning study method describing the implementation of iBeacon technology. The use of the technology is proposed not only from the perspective of its implementation in suitable study courses but also involving the communication methods between lecturers and students. The proposed model is supported by a description of a student sample group completing an e-learning course on Product and Quality by means of that new technology. [ABSTRACT FROM AUTHOR]

Gaming activities are an integral part of the human learning process, in particular for children. Game-based learning focuses on motivation and children's engagement towards learning. Educational game-based activities are becoming effective strategies to enhance the learning process. This paper presents an educational activity focusing to merge mobile computing devices and Augmented Reality, as a means to engage student in collaborative learning towards the Aesthetical Periods of Music History. The Musical Peddy paper proposes student to use their mobile computing devices (smartphones/ tablets) to find eight stations scattered in a set location, and then use their music literacy skills to find the correct answer in each station. Collaborative work is required to find the stations and the answers to the clues. The musical Peddy-paper was developed mixing Geo-location and Augmented Reality concepts. Geo-location Points of Interest (POI's) where set through Hoppala platform. Augmented Reality browsing and QRCode reading is supported by the LAYAR platform. In this paper, we introduce the concept of game-based activities as a tool to promote motivation and engagement towards learning, and fully explain the development process of the activity. We conclude this paper presenting the conclusions contemplating the use of this activity among a group of children from the 2nd Cycle of Basic Education in Basic School Maria Manuela de Sá, Matosinhos - Portugal. [ABSTRACT FROM AUTHOR]

By superimposing digital learning content on top of the video stream of the mobile device's camera, Augmented Reality (AR) enables learners to interact with real-world context in mobile learning setting. Technically, the AR technology can be considered as consisting of two major aspects: identification of the real-world object and display of computer-generated digital contents related the identified real-world object. In this paper, we will present a location-based object identification algorithm that has been used to identify the location-based learning objects in the 5R adaptive mobile learning system. We will also discuss some issues in using the algorithm. As an example of using this algorithm, an AR mobile application on iPhone will be shown to demonstrate the effectiveness of the location-based object identification algorithm. [ABSTRACT FROM AUTHOR]

The paper deals with topic what M-Learning actually is, conceptual differences between E-learning and M-learning, looking new opportunities and benefits for academics and students. This paper is focused on the current devices and technologies for mobile learning realization, student's mobility, interaction with portable technologies, and anywhere and anytime learning [ABSTRACT FROM AUTHOR]

This study presents a conceptual framework for supporting mobile peer assessment by incorporating augmented reality technology to eliminate limitation of reviewing and assessing. According to the characteristics of mobile technology and augmented reality, students' work can be shown in various ways by considering the locations and situations. This study proposes a novel mobile peer-assessment system which incorporates augmented reality into the reviewing and assessing processes. The mechanism enables students to enhance work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works. Moreover, the mobile AR technique provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and to observe how works are possibly applied to the real world in the future. The overall process facilitates students in reviewing works based on various dimensions, acquiring important knowledge, fostering critical thinking skills and reflection as well as promoting meaningful learning. [ABSTRACT FROM AUTHOR]

The innovation in e-learning technologies had generated the new platform; learning process through mobile environment. However, many of the concepts mobile based learning environments are currently lacking of engagement in creating the student's attention because the low of interactively the learning content. So this article highlights the survey of mobile learning through new emerging technology, Augmented Reality (AR) and the concept of learning engagement through mobile based AR are explained to find the integration of two platforms. The adoption of mobile learning parameter is also identified to construct the mapping process mobile task learner in supporting the applying of AR through mobile with the parameter. Lastly, the integration of framework in supporting learning engagement based on Knowledge Visualization framework through AR is to propose an effective guideline in building the prototype to be used among students in generating the focus during learning process through AR environment. [ABSTRACT FROM PUBLISHER]

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]

This paper describes the design and development of a mobile serious game and discusses the outcomes of a prototype evaluation. The game augments a physical location to represent a virtual company. Players take the role of business consultants hired by this company to help it address its problems and 'interview' virtual employees, obtaining information and physical artifacts, players must infer the problems behind the symptoms the company is facing, and offer change recommendations, utilizing higher level thinking skills. The game-like activities address issues common to business simulations by leveraging the contextual learning made possible by mobile devices and provide a context within which students bring their higher level thinking skills to bear on the problems presented by the game. [ABSTRACT FROM PUBLISHER]

This study used augmented reality and mobile learning technologies to design a virtual butterfly ecological environment for learning butterfly ecology. Students can breed virtual caterpillars on host plants using smart phones, and become familiar with butterfly¡¦s life cycle by observing their growth. The virtual campus butterfly ecological environment can reduce the difficulty of building and managing a real butterfly garden, and solve the problems of insufficient species and amount of butterflies. Providing a context-aware learning environment, the system can enhance students¡¦ learning motivation and interest via virtual breeding and observation activities. Thus, it can be used as an assistant tool for learning butterfly ecology in elementary and junior high schools. [ABSTRACT FROM PUBLISHER]

Augmented Reality (AR) as a vastly growing technology in the mobile computing domain is becoming mature enough to engender a variety of applications for the end user, especially in the educational domain. In this paper, we explore the possibility of developing interactive quizzes mediated by Layar TM AR technology. These quizzes are created with no advanced programming skills. Evaluating the usage of the created quizzes showed that they were useful, fun and represented a low cost solution for introducing AR in the classroom. [ABSTRACT FROM PUBLISHER]

Mobile learning is impacting education using different technologies and methodologies. This article introduces two relevant learning experiences at UNED where new mobile technologies and pedagogical methodologies were applied. The first experience was based on a ubiquitous annotation system, while the second one used augmented reality to create an engaging mobile collaborative and open environment where students were learners and teachers at the same time, publishing content and learning from the content published by other peers. [ABSTRACT FROM PUBLISHER]

The utilization of eLearning content to support and improve teaching and learning has been a part of medical education for years. Nowadays, mobile learning concepts are likely to foster student engagement in learning activities and are offering opportunities to make the educational process integral to daily life. The increasing use of mobile devices, which are widespread among students, creates a demand for attractive mobile learning applications. In response, mARble®, an Augmented Reality powered learning environment for mobile phones, was developed. Augmented Reality has the potential to enhance the learning situation significantly. It can also add a new level of experience for the students, making them a part of the learning object. mARble® is targeted for use in a forensic medicine course. Medical students will be equipped with smart phones containing the application to interactively practise the detection of simulated markers triggering wound patterns on their own skin in real-time. To enhance the educational effect, the tool contains questions and tasks regarding the presented wound patterns. Hints and advice are presented using audio content as well as text and pictures. The main goal of the described project is to elicit synergy learning effects due to the interaction within student groups in a role-playing setting. Introducing modern mobile learning and innovative visualization techniques to a traditional learning setting has the potential for a demanding, fascinating and interactive learning environment. [ABSTRACT FROM AUTHOR]

Mobile learning is increasingly commonplace at all levels of education as well as in the workplace. Its ubiquity, immediacy, flexibility and especially its strong motivational power are such that large-scale adoption is likely imminent, especially as smart phone technology becomes affordable. Another emerging trend is mobile gaming, a looming multimillion dollar industry following in the footsteps of the billion-dollar gaming industry. Furthermore, gaming industry giants such as UBISOFT predict that 'serious gaming' will be the fastest-growing segment of the industry over the next decade. In this article, we present a project which is innovative and unique in combining M-learning, M-gaming and Serious Gaming within the purvey of science and technology High School curricula implementing 3D, Augmented Reality (AR) technology. [ABSTRACT FROM AUTHOR]

Paper-top interface (PTI) is a fusion of paper and digital technology. We developed a PTI prototype system for increasing learning effects in a classroom. The prototype system uses a visual-marker-based AR (Augmented Reality) technique and projects e-Learning materials onto the corresponding papers on a classroom desk. A student is allowed to not only view e-Learning materials under his/her eyes but also write on the papers (pages of his/per notebook) using pencils. [ABSTRACT FROM AUTHOR]

The rapid development of mobile technologies and new learning theories offer opportunities for developing mobile learning systems. Recently, contextual or context-aware mobile learning has become a special focus, as the learning context is a crucial factor for determining learning content and learning objective, or for enhancing learning experiences. What interested us is to apply contextual mobile learning theories to our daily lives and professional situations. We designed a contextual mobile learning system based on IMERA (Mobile Interaction in Augmented Reality Environment) platform, with MOCOCO (Mobility, Contextualization, and Cooperation) features. The system framework is introduced in this paper. The production of learning units using IML-SCORM and LOM standards is the starting point. We used RFID technologies to produce contextualization phases. CTTE (Concur Task Tree environment) tool was used for analyzing and modeling tasks. Mobile devices and peripherals were properly considered and configured according to learning activities and tasks. We suggest that learning methods should be properly considered and adapted based on learning activities, context, devices, etc. In our system, learning activities are very closely related to tasks. Just in time learning, learning and doing, and collaborative learning were appropriately blended into our approach to offer more effective task-centered learning experiences. In actual practice, we propose a learning strategy based on three main steps: before the task, during the task, after the task. The contextual mobile learning system was applied in two case studies: (1) Computer Hardware Maintenance Scenario: we proposed a solution that uses mobile devices (Tablet PC or PDA) and augmented reality accessories (see-through Head Mounted Display) to provide just in time learning opportunities, when users experience difficulties in carrying out computer hardware maintenance tasks. (2) HSHB (Healthy Spirit in Healthy Body) project aimed at assisting people in selecting dishes in university refectory or self-service restaurants according to nutritional composition information and personal preferences offered by mobile devices like PDA or Smartphone. Primary experiments and evaluations were carried out in our laboratory. Usability and acceptability of system and devices together with efficiency and satisfaction of learning activity were the main factors assessed by questionnaire forms. Some useful viewpoints provided by the participants are detailed in this paper. [ABSTRACT FROM AUTHOR]

During the last 2 years we have conducted several trials exploring how augmented reality and mobile technologies can be used to support learning and teaching in science education. In particular, we present the on-going efforts that are part of the EU funded project Science Center To Go. We provide an overview of the different activities, the lessons learned and what we propose as ways to forward making the technology, mobile, affordable and in the long term -- ubiquitous available. [ABSTRACT FROM PUBLISHER]

Virtual, augmented and mixed reality provide many learning affordances that could be exploited in formal and informal education not only to promote student's engagment but also to improve the learning or teaching process. Even though there is extensive evidence of their learning affordances, immersive technolgies are not yet as propular as expected. In this talk I will review different approaches to support immersive experiences and the learning affordances they provide. Two key issues that might justify the lack of acceptance of these technologies to highlight the need to look for platforms and approaches that guarantee that immersive experiences are affordable, sustainable and useful. [ABSTRACT FROM AUTHOR]

Augmented reality technology is one of the most noticeable visual technologies emerging lately. Each day a different field encountered in this technology is called augmented reality. The use of augmented reality technology is increasing in many areas. Mobile communication, education, advertising, broadcasting are some of these areas. With its widespread use, augmented reality also takes its place in the field of educational technology. The aim of this study is to observe the students' preparedness for the course after an augmented reality supported section is distributed as lesson notes for the preparation of the students. In this context, lesson preparation notes on the connection to the database are prepared for the students taking the visual programming course at Vocational School Computer Programming program. The lesson notes are supported by augmented reality with text and videos in order for the students attend the class well-prepared and the effects of the study on the students are observed. Two separate groups are formed to observe the results of the application. Lesson preparation notes containing the application is given to a group of 50 students. On the other hand, lesson preparation notes prepared only with plain text are distributed to the other student group. Attention attractive rate of change between the two groups showed that differentiation. This result not only apply to the other subjects of augmented reality supported by lecture notes for a course in a subject, in increasing student achievement and attendance rates are expected to be useful. In addition, information is given about the use of augmented reality technology areas and issues. [ABSTRACT FROM AUTHOR]