Using Augmented Realityfor Teaching PhysicsUsing Augmented Realityfor Teaching 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.
http://light.ifmo.ru/en/public_lectures/
express our creativityPhysics gives us powerful tools to help us toexpress our creativity, to see the world innew ways and then to change it.
(Cornell University, 2011)
There is a significant gap between the learningobtained by students and what teachersexpect.
(Zuza and Guisasola,2014)
http://www.queensu.ca/gazette/taxonomy/term/10?page=2
http://web.mit.edu/8.02t/www/802TEAL3D/visualizations/faraday/SolenoidUp/SolenoidUp.htm
understandconcepts and principlesimpossible to seeStudents experience difficulties in learningphysics because they must fully understandconcepts and principles of the physical worldthat are sometimes impossible to see.
(Dori et. al.,2003)
http://www.globalspec.com/FeaturedProducts/Detail/CSTComputerSimulationTechnology/UserFriendly_Design_Environment_for_EM_Simulation/253746/0
Computer simulations cognitive constraintsand develop functional understanding ofphysicsComputer simulations may be used as analternative instructional tool, in order to helpstudents confront their cognitive constraintsand develop functional understanding ofphysics.
(Jimoyiannis and Komis, 2001)
Virtual RealityVirtual Reality
(Ronald T. Azuma, 1997)
http://www.neatorama.com/2007/05/28/the-holodeck-is-here-cave-virtual-reality/
Augmented Reality: ARAugmented Reality: AR
(Ronald T. Azuma, 1997)
http://sukunya055.files.wordpress.com/2013/09/ar-04.jpg
(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)
Research ObjectivesResearch Objectives
To study the outcome of using learning andteaching materials based on AR on the topic ofElectromagnetism.
Research MethodologyResearch Methodology
The developed prototype of learning andteaching materials based on Augmented Realityon the topic of Electromagnetism is Markerbased AR.
Research MethodologyResearch Methodology
The 15 participants consisted of 4 lecturers ofthe Department of Science Education, Faculty ofEducation and 11 senior high school teacherswho teach Physics.
The researcher describes the process ofAugmented Reality and introduces prototype tothe participants. Then, the participants triedusing the prototype.
Research MethodologyResearch Methodology
The participants assessed the prototype of learningand teaching materials based on Augmented Realityon the topic of Electromagnetism with the developedassessment form of Sumadio and Rambli (2010);Kerawalla, Luckin, Seljeflot and Woolard (2006).
The outcomes of implementing the prototype oflearning and teaching materials based onAugmented Reality on the topic of Electromagnetismwere analyzed by mean ( ) and standard deviation(SD), which is based on five-point Likert ratingscale.
X
Research ResultResearch Result
The experience in using Augmented Reality of the participants.
9 participants
6 participants
Research ResultResearch Result
Issues
SD
Propriety
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
Discussion
Kerawalla, Luckin, Seljeflot and Woolard (2006) mentionedfour design requirements that need to be considered if ARis to be successfully adopted into classroom practice.
(a)Flexible content that teachers can adapt to the needsof 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.
Discussion
• Scientificity: The content of AR based experiment must obeythe scientific principles, reflect the scientific facts, and ARapplications must take into account the nature and constraintsof the institutional context into which it is to be introduced;
• Flexibility: The content of AR based experiment must beflexible so that teachers can adapt it to the needs of differentcurriculum and individual students;
• Interactivity: It should be possible to control the
process of AR based experiment and to add or removeelements, so that the result of experiment will be differentaccording to different operation.
Pengcheng, Mingquan and Xuesong (2011) suggested thatsuccessful learning and teaching materials based on AR asfollows:
Discussion
• Scientificity: The content of AR based experiment must obeythe scientific principles, reflect the scientific facts, and ARapplications must take into account the nature and constraintsof the institutional context into which it is to be introduced;
• Flexibility: The content of AR based experiment must beflexible so that teachers can adapt it to the needs of differentcurriculum and individual students;
• Interactivity: It should be possible to control the
process of AR based experiment and to add or removeelements, so that the result of experiment will be differentaccording to different operation.
Pengcheng, Mingquan and Xuesong (2011) suggested thatsuccessful learning and teaching materials based on AR asfollows:
e-mail: techakosit@gmail.com
Research ResultResearch Result
Phase 1 the component and characteristics of Connectivismlearning environment in an augmented reality Sciencelaboratory to enhance scientific literacy.
Research ResultResearch Result
Phase 1 the component and characteristics of Connectivismlearning environment in an augmented reality Sciencelaboratory to enhance scientific literacy.
Research ResultResearch Result
Phase 2 The results of evaluating and certifying the suitability of Connectivismlearning environment in an augmented reality Science laboratory to enhancescientific literacy.
Table 1: The results of evaluating the components of learning environment
Details of ComponentsDetails of Components
meanmean
S.D.S.D.
SuitabilitySuitability
1.1 Learner
4.71
0.49
Most
1.2 Facilitator
4.57
0.53
Most
1.3 Content
4.71
0.49
Most
1.4 AR Lab
4.71
0.49
Most
1.5 Network
4.71
0.49
Most
Overall Scoring
4.69
0.06
Most
Research ResultResearch Result
Phase 2 The results of evaluating and certifying the suitability of Connectivism learningenvironment in an augmented reality Science laboratory to enhance scientific literacy.
Table 2: The results of evaluating the learning process to enhance scientific literacy
Details of ComponentsDetails of Components
meanmean
S.D.S.D.
SuitabilitySuitability
2.1 Researching
4.43
0.53
Much
2.2 Reasoning
4.57
0.53
Most
2.3 Reflecting
4.71
0.49
Most
Overall Scoring
4.57
0.14
Most
Research ResultResearch Result
Phase 2 The results of evaluating and certifying the suitability of Connectivism learningenvironment in an augmented reality Science laboratory to enhance scientific literacy.
Table 3: The results of evaluating the characteristics of learning environment
Details of ComponentsDetails of Components
meanmean
S.D.S.D.
SuitabilitySuitability
3.1 Hands-on experiment
4.71
0.49
Most
3.2 Collaboration
5.00
0.00
Most
3.3 Flexibility
4.71
0.49
Most
3.4 Connection
4.89
0.38
Most
Overall Scoring
4.82
0.14
Most
Research ResultResearch Result
Phase 2 The results of evaluating and certifying the suitability of Connectivismlearning environment in an augmented reality Science laboratory to enhance scientificliteracy.
Table 4: The results of evaluating the characteristics of individuals with scientific literacy
Details of ComponentsDetails of Components
meanmean
S.D.S.D.
SuitabilitySuitability
4.1 Understanding of Science concepts
and principles
4.71
0.49
Most
4.2 Using their Science knowledge to
define questions and use the scientific
method to solve problem
4.71
0.49
Most
4.3 Being able to integrate Science,
Mathematics, and technology in their
daily lives
4.71
0.49
Most
4.4 Being aware of the diversity and unity
in nature
4.00
1.00
Most
Overall Scoring
4.54
0.31
Most
Research ResultResearch Result
Phase 2 The results of evaluating and certifying the suitability of Connectivism learningenvironment in an augmented reality Science laboratory to enhance scientific literacy.
Table 5: The results of evaluating the environment towards practical application
Details of ComponentsDetails of Components
meanmean
S.D.S.D.
SuitabilitySuitability
5.1 Components of Connectivism learning
environment in an augmented reality
Science laboratory is practical.
4.43
0.53
Much
5.2 The learning process to enhance
scientific literacy is practical.
4.71
0.49
Most
5.3 Characteristiccs of Connectivism
learning environment in an augmented
reality Science laboratory is practical.
4.57
0.53
Most
5.4 Connectivism learning environment in
augmented reality Science laboratory to
enhance scientific literacy practically.
4.43
0.79
Much
Overall Scoring
4.54
0.14
Most
ConclusionConclusion
The learning environment that Ihave designed is evaluated by theexperts as being suitable toincrease the scientific literacy.
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