R., Radu, I., Catrambone, R., Macintyre, B., Zheng, R., & Golubski, G. Journal of Computer Assisted Learning, 29(6), 505–517.īujak, K. A mixed methods assessment of students’ flow experience during a mobile augmented reality science game. International Journal of Smart Education and Urban Society (IJSEUS), 11(2), 1–15.īillinghurst, M., & Dunser, A. Digital literacy: Concept and definition. 8th IEEE international symposium on mixed and augmented reality (pp. In-place 3D sketching for authoring and augmenting mechanical systems. Journal of New Approaches in Educational Research, 8(2), 126–141.īergig, O., Hagbi, N., El-Sana, J., & Billinghurst, M. Difficulties in the incorporation of augmented reality in university education: Visions from the experts. Qualitative and Quantitative, 52, 2785–2793.īarroso, O. The future of augmented reality and an overview on the to researches: A study of content analysis. Education and Information Technologies, 24, 1089–1114.īal, E. Determining the trends of using augmented reality in education between 2006–2016. This article summarizes the evaluation results of 41 applications analyzed in the first evaluation phase, and seven mobile applications that met all of the advanced selection criteria were selected for in-depth analyses using a developed evaluation framework with 19 criteria from three areas: (a) technological performance, (b) information architecture, and (c) educational value.Īltinpulluk, H. Mobile applications with AR solutions allow to understand the anatomy from both the external and internal dimensions of the body without being in a specific laboratory or anatomy laboratory (anatomicum). One is mobile applications, where augmented reality (AR) solutions enable the anatomy to be learned interactively by accessing knowledge traditionally provided through two-dimensional teaching aids, or sometimes through static three-dimensional objects. However, alongside these materials, there are various additional opportunities that can be used in the educational process to make learning more interesting and to motivate learners to become more actively involved in the construction of their knowledge. Digital teaching materials are being developed that can be used both in classroom activities and for providing students with opportunities for independent learning. The use of different technologies and technological solutions for learning purposes is no longer a novelty in the educational environment.
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