Research Article
Ratna Candra Sari, Mimin Nur Aisyah, Sariyatul Ilyana, Hardika Dwi Hermawan
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep363
ABSTRACT
This study aims to develop and test the effectiveness of a financial literacy storybook based on augmented reality (AR) as an executive function-building intervention for early-age children. Executive functions are the cognitive abilities underlying such tasks as focusing on long-term goals, delaying gratification and impulse self-control. The method is research and development using the ADDIE (analysis, design, development, implementation, and evaluation) model. This learning media produced a positive response among the users. Children perceive the story’s attractiveness was good, while the 3D images and activity in the storybook were very good. This study also measures the effectiveness of a storybook based on AR in improving the understanding of financial literacy using a pre and post-test design. The results show that knowledge of honesty, discipline and money management increased significantly. In addition, there is a marginally significant increase in the aspects of delay gratification, saving goals and responsibility.
Keywords: executive functions, storybook, early childhood, augmented reality, financial literacy
Research Article
Verónica Marín-Díaz, Begoña Sampedro, Jorge Figueroa
CONT ED TECHNOLOGY, Volume 14, Issue 2, Article No: ep348
ABSTRACT
The advancement of emerging technologies in the classroom is a reality, however, the vision that teachers may have of them is essential in order for these to be incorporated. Using this as a foundation, this article’s main objective is to know the vision that secondary education (SE) teachers have of the use of Augmented Reality (AR) in teaching at that educational level. Through a descriptive correlational quantitative study, an ex-post facto design, and an ad-hoc questionnaire of 39 items, (N=350 teachers), this objective has been corroborated. The main conclusion that has been reached is that SE teachers consider AR as an element that will cause a change in the student’s learning methodology making it more autonomous and experiential. In addition, the teachers will need more training with AR, lower costs, and greater availability of resources to carry out the teaching process with greater ease.
Keywords: secondary education, professor, augmented reality, emergent technologies
Review Article
Malek Turki Jdaitawi, Ashraf F Kan'an
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep332
ABSTRACT
In higher education settings, students are required to use their own devices to record attendance interact with classes through online systems and other learning-teaching sources such as timetables, virtual learning environment. Real opportunity to use digital technology such as augmented reality AR technology have been used in several fields, uncovering diverse benefits regarding its usage. However, further research is needed to understand exactly how the AR enhance students learning. Focusing on individuals with special needs, AR is being used in higher education for the last few years to enhance physical, cognitive, personal, and social abilities. This systematic review presented an overview of the usage of AR technology in the special needs area in higher education literature published between 2011 and 2020 and focused on research indexed in 8 international databases. 36 studies were included for review. The results indicate that the majority of research showed positive outcomes as the AR technology proved to be effective with students with disabilities. The results also showed that AR technology was mostly used in intellectual disability setting. Finally, the result evidenced that AR assists students in enhancing their social skills, social relationships and their engagement. The results from this systematic review provide valuable information regarding to enhance individual with special needs. Future empirical research should ensure that all research is included, including settings, level of students and data collection methods such as quantitative and qualitative.
Keywords: special needs, disability, augmented reality, systematic review
Research Article
Chooi Yi Wei, Yoke Chin Kuah, Chee Pung Ng, Wai Kwan Lau
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep303
ABSTRACT
The rapid technological development and revolution have transformed the education field, promoting the betterment of learning and teaching quality. Augmented Reality (AR) is becoming increasingly popular for its ability to help educators to create an engaging and creative method of teaching. The increasing use of technology has piqued researchers’ interests in studying its efficiency. Following this observation, this study aims to explore educators’ readiness in embracing AR as an enhancement teaching tool in the future. This study employed a quantitative methodology and collected 223 respondents’ data from five private universities in Malaysia. The data was analysed using the Partial Least Squares – Structural Equation Modelling (PLS-SEM) software. The results demonstrated that there were significant relationships between educators’ innovation towards the intention to adopt AR moderated by perceived usefulness (PU) and perceived ease of use (PEU). This study provides some insightful AR applications in the education industry, which is in line with the Industrial Revolution 4.0 theme. It successfully identifies the importance of motivating educators and students in embracing AR as an enhancement learning tool, providing a valuable discussion for the government, learning institutions, and educators on the implementation of AR in Malaysia.
Keywords: augmented reality, educator innovation, technology acceptance model, perceived ease of use, perceived usefulness
Review Article
Cecilia Avila-Garzon, Jorge Bacca-Acosta, Kinshuk, Joan Duarte, Juan Betancourt
CONT ED TECHNOLOGY, Volume 13, Issue 3, Article No: ep302
ABSTRACT
Research on augmented reality (AR) in education is gaining momentum worldwide. This field has been actively growing over the past decades in terms of the research and development of new technologies. Reviews in the field of AR in education consist of systematic literature reviews and meta-analyses (around 45), surveys (around 33), and only one bibliometric analysis. However, these reviews do not provide a general synthesis of the research published in the field to depict its evolution over the years. This study used the metadata of articles from a 25-year period (1995-2020) to conduct a bibliometric analysis. A total of 3,475 studies were considered. In this study, we used tools such as the Scopus database, the bibliometrix R package, and the VOSviewer analysis tool. The analysis of the literature is based on the metadata, author, content, and citation information extracted from the dataset. In addition, we focus on comparing literature published mainly in journals (articles, articles in press, and reviews) and those published in other sources (conference papers, books, and book chapters). Practitioners could use the results of this study to make decisions about the adoption of AR technologies in education.
Keywords: augmented reality, education, learning, bibliometric, trends
Research Article
Nurullah Sahin, Mehmet Fatih Ozcan
CONT ED TECHNOLOGY, Volume 10, Issue 2, pp. 198-213
ABSTRACT
The Turkish history has a very rich content in literary context as well as political and administrative achievements. The Turkish language, which dates back to B.C., has become one of the great languages that continues its existence until modern day, leaving priceless reference guide behind. The purpose of this research is to investigate the effects of lessons taught using activities designed with Augmented Reality Technology on the academic achievement and motivation of students in the teaching of the subjects of Yusuf Has Hacib, Kasgarli Mahmud, Kutadgu Bilig and Divanu Lugati’t-Turk which are among the cultural heritages called “Old Turkish Language Mementoes.” In this context, Augmented Reality environments were designed in relation to the mentioned works and authors and these designs were uploaded to AURASMA 3D application and made available for smart phones. Quantitative research model was adapted in the study and the quasi-experimental method with pre-test-post-test control group was used. At the end of the study whose procedures took 6 weeks in total with the involvement of 50 college students, it was determined that AR activities has a positive effect on the academic success of the students and increases the academic success of the students, and it creates a positive environment which motivates the students towards the lesson and learning.
Keywords: Augmented reality, Educational technology, Old Turkish language mementoes, Academic achievement, Student motivation
Research Article
Mustafa Sirakaya, Ebru Kilic Cakmak
CONT ED TECHNOLOGY, Volume 9, Issue 3, pp. 297-314
ABSTRACT
Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.
Keywords: Augmented reality, Achievement, Misconception, Course engagement, Astronomy education
Research Article
Emmanuel Fokides, Aikaterini Mastrokoukou
CONT ED TECHNOLOGY, Volume 9, Issue 2, pp. 154-170
ABSTRACT
The paper presents the results from a study which examined whether tablets together with a mobile application with augmented reality features can help students to better understand the functions of the respiratory and the circulatory system. The target group was 75 sixth-grade primary school students, divided into three groups. The first group was taught conventionally; students studied using a printed handbook. In the second, a constructivist teaching model was used, but the instruction was not technologically enhanced. The third group of students used tablets and an application, and the teaching was based on a slightly modified version of Bybee's 5Es model. All three groups of students worked in pairs, they were taught the same learning material, and the teacher acted as a facilitator of the process. Data were collected by means of a questionnaire and evaluation sheets. Results indicated that students in the third group outperformed students in the other two groups. The results can be attributed to students' enjoyment, motivation, and positive attitude towards the use of tablets as well as to the teaching method. The study's implications are also discussed.
Keywords: Augmented reality, Circulatory system, Mobile applications, Tablet computers