Uploaded byDana Craciun
OralPresentation TIM2017
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
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OralPresentation TIM2017
- 1. BOOSTING PHYSICS EDUCATION THROUGHMOBILE AUGMENTED REALITY Dana Crăciun Teacher Training Department, West University of Timișoara Mădălin Bunoiu Faculty of Physics, West University of Timișoara The 16th International Constanța, Romania 1
- 2. Traditional vs. Moderntechnology- based science class Traditional Modern technology-based
- 3. Outline 1. Introduction 2. Real-virtualcontinuum. Padlet app 3. Augmented reality (AR) and Mobile AR. Definitions and related terminology. 4. MAR apps to teach science 5. Applying MAR in Romanian physics education. Examples 6. Pre-service teachers’ attitude towards ICT and MAR integration in class 7. Conclusions
- 4. 1.Introduction 1. Science educationin general targets the development of skills needed for any graduate student in the 21st century (a scientific and technological literacy) 2.Important Developments; Key Trends; Challenges in Educational Technology for Education • Augmented and Virtual Reality (Horizon Reports , 2016 HE); Blended Learning Designs; Mobile Learning (Horizon Reports , 2017 HE) • Authentic Learning Experiences; Students as creators (Horizon Reports , 2016 School-Ed)
- 5. Introduction 3. Rethinking theRoles of Teachers (solvable challenge); Redesigning Learning Spaces (long term trend) “new kinds of learning require different approaches to classroom design”; “ more flexible learning environments”; “ enabling learning anywhere”; “ mobile technologies ”; “ designing photo books or creating other artifacts to demonstrate their learning”. (Horizon Reports , 2016 School-Ed) Fact The pre-service teacher training program does NOT prepare future educators well in technology and life skills
- 6. 2.Real- Virtual continuum DistinguishingVirtual from Real: Reality Fiction something that actually exists or happens: a real event, occurrence, situation, etc. something that is not true/ is not real ?
- 7. Technology Recent advances intechnology have made this dream a reality. Virtual Reality (VR) environment/ virtual world is one in which the participant/observer is totally immersed in, and able to interact with, a completely synthetic world. Augmented reality (AR) joins together physical and virtual spaces by creating the illusion that computer- generated objects are actually real objects in a user’s environment.
- 8. Real- Virtual continuum Milgram,P., & Kishino, F. (1994)
- 9. VR and ARtechnology in learning and education Real panel AR enhanced panel Virtual panel- Padlet AR apps
- 10. Virtual panel: Padlet Howto use Padlet https://www.youtube.com/watch?v=aH-YkzlqjwY
- 11. Some suggestions touse Padlet in class: • Use it as a backchannel tool where students can post comments and feedback on what they are learning • Use is as a brainstorming tool. • Students can use it as portfolio where they display their best work. • You can use the classroom Padlet wall to post assignments and homework reminders. • Engage parents in the learning that is taking place in class by inviting them to visit the classroom Padlet wall • Post on the classroom wall links and other multimedia resources relevant for students learning • Use it as a book review page where students post reviews of the books they read • Create walls for major cultural events and invite students to search for information relevant to each of these events and share them with the class.
- 12. Some suggestions touse Padlet in class: • Classroom Padlet wall can be used as an open space where students engage in group discussions and interactive exchange of ideas. • Students can use Padlet for sharing their reflections on what they have learned and what they need help with.
- 13. 3. Augmented reality(AR) and Mobile AR. Definitions and related terminology. AR defining characteristics (Azuma, 1997). • combines real and virtual images (both can be seen at the same time) • interactive in real-time (we can interact with the virtual content) • registered in 3D (virtual objects appear fixed in time)
- 14. Technological speaking • Augmentedreality (AR) is a cutting-edge visualization technology that allows the users of smart devices to obtain a digitally enhanced view of the real world. Adds layers of digital information like images, sounds, videos or 3D content over real objects and locations
- 15. MAR (mobile AR): •extend AR with: run and/or display on a mobile device (Huang, 2013) Factors for MAR adoption: • Mobile devices are omnipresent; • Users want experiences that add value; • A boom in location-based services; • Consolidation of Apps Stores.
- 16. A typical MARsystem: • Mobile computational platforms • Software (Sofware Development Kit’s: ARToolKit, Wikitude, Layar, Augment). • detection and tracking support • wireless communication • Display (Optical See-through, Surface or Video Projection Display) • data management.
- 17. Detection and tracking 1.Sensor-based Tracking based on various sensors like optical, acoustic, magnetic, mechanical or inertial. locations in the real world are augmented with GPS location-based narration and/or relevant scientific information
- 18. Detection and tracking 2.Vision-Based Tracking Techniques: Marker based Marker Less based on recognition of real environment, in real time, on any type of support Barcode QR code Image marker
- 19. Detection and tracking 3.Hybrid Tracking techniques (combines different methods together). Categories: • Geo-based applications inquiry based scientific activities • Computer vision based applications the development of the students' spatial ability, practical skills and conceptual understanding (Cuendet,2013)
- 20. 3. MAR appsto teach science In science education MAR can demonstrate: Spatial concepts (solar system) Temporal concepts (the stages of a phenomenon, eclipse) Contextual relationships between both real and virtual objects (Chiang, 2014)
- 21. MAR apps toteach science • Wikitude (wikitude.com): AR app that provides information based on location (virtual tours) • Elements 4D (elements4d.daqri.com): chemistry app about chemical elements and the interaction between them
- 22. MAR apps toteach science • QuiverVision (http://quivervision.com): App in which students can draw and interact with their pictures in AR • Star WalK: ARR application for astronomy (viewing celestial objects)
- 23. MAR apps toteach science • Augment (http://www.augment.com ) allows you to visualize 3D models in the real environment online and offline. •Layar (http://www.layar.com) Images, URLs, buttons, social networking, ads for Layar
- 24. MAR apps toteach science ZooBurst-3D pop-up books (www.zooburst.com) Google Translate (Android, iOS) (Free)
- 25. MAR apps toteach science Aurasma (https://www.aurasma.com/) Aurasma App • advanced image recognition techniques • to augment the real-world with interactive digital content Aurasma Studio (https://studio.aurasma.com/login) • an online platform • lets teachers create and publish their own augmented reality information Programming knowledge is not required
- 26. Aurasma is availableto anyone with an email address.
- 27. Steps 1. Create anAurasma account 2. Log in to your account 3. Start creating Auras in studio 4. Deliver your Auras to users 5. Download the Aurasma app from the App Store or Google Play to see the AR you created! It is free! The Aurasma studio is an online drag-and-drop web studio for creating and managing Augmented Reality (AR) experiences, which we call ‘Auras’.
- 28. 4. Applying MARin Romanian physics education. Examples with Aurasma app. • Creating learning activities to teach science • Creating an experimental activity sheet • Creating How-To videos for experimental devices • Creating formative evaluation activities • Developing an interdisciplinary project
- 29. Creating learning activitiesusing Aurasma app to teach science Electromagnetic induction law in Aurasma app. (Learning Unit: Electric current; Curriculum Physics, 8th grade). Overlays and triggers
- 30.
- 31. Elaboration of anexperimental activity sheet Measuring the bodies density in Aurasma app. MAR activity sheet (Learning Unit: Density of the bodies; Curriculum Physics, 6th grade).
- 32. Measuring the bodiesdensity -trigger
- 33. Creating formative evaluationactivities using Aurasma app Laplace law (Trigger and overlays) with Aurasma app. Trigger Overlays Overlays
- 34.
- 35. Developing an interdisciplinaryproject Pre-service Teacher Training Program “Physics through comics” Extracurricular project using Aurasma app. (bridging the virtual with the real world)
- 36. Using Aurasma inthe Science Class • Interactive Walls • Labeling of Diagrams • How-To videos • Tutorials • Create Immersive Worksheets • Homework • Lab Safety • Mini-Lessons (Cuendet, 2013)
- 37. 4. Pre-service teacherattitude towards ICT and AR integration in class • 14 (3rd year) students practical activities • targeting the way AR can be integrated into the Romanian science education Consider • Web 2.0 app, mobile technology and AR can lead to a better understanding of studied concepts, phenomena and laws • supporting collaboration • developing creativity and imagination, but also science specific skills.
- 38. Descriptive statistic for- Students' attitude towards the undertaken MAR activities.
- 39. Challenges • Technical • lackof facilities, materials and specific software • handheld mobile tools accessible to education can only measure to several meters accuracy (geo-based AR actions); • AR typically requires some form of internet access; • Pedagogical • learning may not be driven by the pedagogy but more by the AR tools' strengths and weaknesses. • limited research about AR impact on learning Opportunities • increases students motivation • increased accessibility to educational content • allows opportunities for collaboration • stimulate students in learning abstract concepts based on the real world • appeals to constructivist notions in education (students take control of their own learning) • engage the learner in ways that have never been possible • can provide each student with his/her own discovery path
- 40. 5. Conclusions • Romanianscience educators should aim to adopt new technologies into their classroom to enhance student learning experiences • AR has the capacity to merge real and virtual worlds together to improve the quality of teaching and learning activities • Mobile AR is a technology that have a great pedagogical potential in Romanian science education (future studies are needed)
- 41. Conclusions • Pre-service scienceteachers are confident that MAR is a technology that can benefit Romanian science education by: ▫ developing specific/professional and life skills ▫ facilitating new learning experiences in a collaborative-participative framework.
- 42.
- 43. References (selected) 1) HorizonReport Europe- 2016, 2017 Higher Education Edition 2) Horizon Report Europe- 2016 School-Edition 3) Azuma R. T., 1997. A survey of augmented reality. In Presence: Teleoperators and Virtual Environments. Vol. 6 (4):355 4) Milgram, P., Takemura, H., Utsumi, A., Kishino, F., 1994. Augmented reality: A class of displays on the reality-virtuality continuum. In Proceedings the SPIE: Telemanipulator and Telepresence Technologies Vol. 2351. Page 282 5) Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J., 2014. An Augmented Reality-based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities. In Educational Technology & Society. Vol. 17 (4):352 6) Wu, H.K., Lee, S.W.Y., Chang, H.Y., Liang, J.C. , 2013. Current status, opportunities and challenges of augmented reality in education. In Computers & Education. Vol. 62: 41 7) Cuendet, S., Bonnard,Q., Do-Lenh, S., Dillenbourg, P., 2013. Designing augmented reality for the classroom. In Computers & Education. Vol. 68: 557