Using Augmented Reality for Teaching Physics.

Using Augmented Reality for Teaching Physics.

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  Using Augmented Reality forTeaching Physics Somsak Techakosita, Assoc. Prof. Dr. Prachaynun Nilsookb aKasetsart University Laboratory School Center for Educational Research and Development bFaculty of Technical Education King Mongkut’s University of Technology North Bangkok.
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  http://light.ifmo.ru/en/public_lectures/ Physics gives uspowerful tools to help us to express our creativity, to see the world in new ways and then to change it. (Cornell University, 2011)
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  There is asignificant gap between the learning obtained by students and what teachers expect. (Zuza and Guisasola,2014) http://www.queensu.ca/gazette/taxonomy/term/10?page=2
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  http://web.mit.edu/8.02t/www/802TEAL3D/visualizations/faraday/SolenoidUp/SolenoidUp.htm Students experience difficultiesin learning physics because they must fully understand concepts and principles of the physical world that are sometimes impossible to see. (Dori et. al.,2003)
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  http://www.globalspec.com/FeaturedProducts/Detail/CSTComputerSimulationT echnology/UserFriendly_Design_Environment_for_EM_Simulation/253746/0 Computer simulations maybe used as an alternative instructional tool, in order to help students confront their cognitive constraints and develop functional understanding of physics. (Jimoyiannis and Komis, 2001)
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  Virtual Reality (Ronald T.Azuma, 1997) http://www.neatorama.com/2007/05/28/the-holodeck-is-here-cave-virtual-reality/
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  Augmented Reality: AR (RonaldT. Azuma, 1997) http://sukunya055.files.wordpress.com/2013/09/ar-04.jpg
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  (a) engage, stimulate,and motivate students to explore class materials from different angles (b) help teach subjects where students could not feasibly gain real-world first-hand experience (e.g. astronomy and geography) (c) enhance collaboration between students and instructors and among students (d) foster student creativity and imagination (e) help students take control of their learning at their own pace and on their own path (f) create an authentic learning environment suitable to various learning styles The potential of Augmented Reality for Education: Yuen, Yaoyuneyong and Johnson (2011)
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  Research Objectives To studythe outcome of using learning and teaching materials based on AR on the topic of Electromagnetism.
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  Research Methodology The developedprototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism is Marker based AR.
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  Research Methodology The 15participants consisted of 4 lecturers of the Department of Science Education, Faculty of Education and 11 senior high school teachers who teach Physics. The researcher describes the process of Augmented Reality and introduces prototype to the participants. Then, the participants tried using the prototype.
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  Research Methodology The participantsassessed the prototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism with the developed assessment form of Sumadio and Rambli (2010); Kerawalla, Luckin, Seljeflot and Woolard (2006). The outcomes of implementing the prototype of learning and teaching materials based on Augmented Reality on the topic of Electromagnetism were analyzed by mean ( ) and standard deviation (SD), which is based on five-point Likert rating scale. X
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  Research Result The experiencein using Augmented Reality of the participants. 9 participants 6 participants
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  Research Result Issues SDPropriety 1. Simplicity to use 4.20 0.75 high 2. Convenience to use anywhere 4.07 0.68 high 3 Convenience to use anytime 3.93 0.68 high 4. Propriety for learning and teaching 4.60 0.49 highest 5. Taking shorter time to understand 4.27 0.68 highest 6. Understanding better about studies 4.40 0.49 highest 7. Encouraging to learn and learn more 4.60 0.49 highest 8. Being able to show scientific principles correctly. 4.67 0.60 highest 9. Having flexibility that can be applied in any context. 4.33 0.79 highest 10. Users can interact with a prototype. 4.40 0.95 highest 11. Being able to use for learning and teaching 4.33 0.70 highest X
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  Discussion Kerawalla, Luckin, Seljeflotand Woolard (2006) mentioned four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. (a) Flexible content that teachers can adapt to the needs of their children, (b) guided exploration so learning opportunities can be maximised, (c) in a limited time, (d) attention to the needs of institutional and curricular requirements.
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  Discussion • Scientificity: Thecontent of AR based experiment must obey the scientific principles, reflect the scientific facts, and AR applications must take into account the nature and constraints of the institutional context into which it is to be introduced; • Flexibility: The content of AR based experiment must be flexible so that teachers can adapt it to the needs of different curriculum and individual students; • Interactivity: It should be possible to control the process of AR based experiment and to add or remove elements, so that the result of experiment will be different according to different operation. Pengcheng, Mingquan and Xuesong (2011) suggested that successful learning and teaching materials based on AR as follows:
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  Discussion • Scientificity: Thecontent of AR based experiment must obey the scientific principles, reflect the scientific facts, and AR applications must take into account the nature and constraints of the institutional context into which it is to be introduced; • Flexibility: The content of AR based experiment must be flexible so that teachers can adapt it to the needs of different curriculum and individual students; • Interactivity: It should be possible to control the process of AR based experiment and to add or remove elements, so that the result of experiment will be different according to different operation. Pengcheng, Mingquan and Xuesong (2011) suggested that successful learning and teaching materials based on AR as follows:
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  e-mail: techakosit@gmail.com