Embodied learning of science concepts through augmented reality technology
<p dir="ltr">Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts b...
محفوظ في:
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| مؤلفون آخرون: | , , |
| منشور في: |
2024
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| الموضوعات: | |
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إضافة وسم
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| _version_ | 1864513539991928832 |
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| author | Nasser Mansour (17541822) |
| author2 | Ceren Aras (22225090) Judith Kleine Staarman (22225093) Sarah Bader Mohsen Alotaibi (22225096) |
| author2_role | author author author |
| author_facet | Nasser Mansour (17541822) Ceren Aras (22225090) Judith Kleine Staarman (22225093) Sarah Bader Mohsen Alotaibi (22225096) |
| author_role | author |
| dc.creator.none.fl_str_mv | Nasser Mansour (17541822) Ceren Aras (22225090) Judith Kleine Staarman (22225093) Sarah Bader Mohsen Alotaibi (22225096) |
| dc.date.none.fl_str_mv | 2024-11-13T12:00:00Z |
| dc.identifier.none.fl_str_mv | 10.1007/s10639-024-13120-0 |
| dc.relation.none.fl_str_mv | https://figshare.com/articles/journal_contribution/Embodied_learning_of_science_concepts_through_augmented_reality_technology/30095059 |
| dc.rights.none.fl_str_mv | CC BY 4.0 info:eu-repo/semantics/openAccess |
| dc.subject.none.fl_str_mv | Education Curriculum and pedagogy Education systems Information and computing sciences Human-centred computing Augmented reality AR Embodied learning collaborative learning Primary Science classrooms Inquiry-based collaborative learning |
| dc.title.none.fl_str_mv | Embodied learning of science concepts through augmented reality technology |
| dc.type.none.fl_str_mv | Text Journal contribution info:eu-repo/semantics/publishedVersion text contribution to journal |
| description | <p dir="ltr">Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.</p><h2>Other Information</h2><p dir="ltr">Published in: Education and Information Technologies<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1007/s10639-024-13120-0" target="_blank">https://dx.doi.org/10.1007/s10639-024-13120-0</a></p> |
| eu_rights_str_mv | openAccess |
| id | Manara2_1098eee896ecfdd94305614f8df708a3 |
| identifier_str_mv | 10.1007/s10639-024-13120-0 |
| network_acronym_str | Manara2 |
| network_name_str | Manara2 |
| oai_identifier_str | oai:figshare.com:article/30095059 |
| publishDate | 2024 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | CC BY 4.0 |
| spelling | Embodied learning of science concepts through augmented reality technologyNasser Mansour (17541822)Ceren Aras (22225090)Judith Kleine Staarman (22225093)Sarah Bader Mohsen Alotaibi (22225096)EducationCurriculum and pedagogyEducation systemsInformation and computing sciencesHuman-centred computingAugmented reality AREmbodied learning collaborative learningPrimary Science classroomsInquiry-based collaborative learning<p dir="ltr">Augmented Reality (AR) revolutionizes educational approaches by providing an immersive experience that superimposes virtual 3D elements onto the physical environment. This integration of virtual and real worlds addresses the challenge of understanding abstract concepts by enabling three-dimensional visualization and interaction. This study aims to assess the role of embodied cognition in science learning through AR technology, analyze its impact on collaborative, inquiry-based learning in primary science, and understand students' perceptions of its influence on their engagement and comprehension in collaborative science tasks. Data collection methods for this study included three focus group interviews and five video observations involving ten grade 5 students, totaling 23 participants, in a primary science classroom. The analysis utilized content, thematic, and multimodal frameworks to evaluate student interactions. The findings indicated that the use of AR significantly enhanced the students' learning experiences. Students' comprehension of complex scientific concepts improved through active engagement with 3D models using the AR application. The AR app's 3D virtual shapes encouraged students to move around more during lessons, likely because these shapes were engaging and offered various perspectives. The use of embodied learning was enhanced with the support of AR technology, as students were constantly in motion around the table, using their fingers to manipulate objects and explore 3D forms from different angles.</p><h2>Other Information</h2><p dir="ltr">Published in: Education and Information Technologies<br>License: <a href="https://creativecommons.org/licenses/by/4.0" target="_blank">https://creativecommons.org/licenses/by/4.0</a><br>See article on publisher's website: <a href="https://dx.doi.org/10.1007/s10639-024-13120-0" target="_blank">https://dx.doi.org/10.1007/s10639-024-13120-0</a></p>2024-11-13T12:00:00ZTextJournal contributioninfo:eu-repo/semantics/publishedVersiontextcontribution to journal10.1007/s10639-024-13120-0https://figshare.com/articles/journal_contribution/Embodied_learning_of_science_concepts_through_augmented_reality_technology/30095059CC BY 4.0info:eu-repo/semantics/openAccessoai:figshare.com:article/300950592024-11-13T12:00:00Z |
| spellingShingle | Embodied learning of science concepts through augmented reality technology Nasser Mansour (17541822) Education Curriculum and pedagogy Education systems Information and computing sciences Human-centred computing Augmented reality AR Embodied learning collaborative learning Primary Science classrooms Inquiry-based collaborative learning |
| status_str | publishedVersion |
| title | Embodied learning of science concepts through augmented reality technology |
| title_full | Embodied learning of science concepts through augmented reality technology |
| title_fullStr | Embodied learning of science concepts through augmented reality technology |
| title_full_unstemmed | Embodied learning of science concepts through augmented reality technology |
| title_short | Embodied learning of science concepts through augmented reality technology |
| title_sort | Embodied learning of science concepts through augmented reality technology |
| topic | Education Curriculum and pedagogy Education systems Information and computing sciences Human-centred computing Augmented reality AR Embodied learning collaborative learning Primary Science classrooms Inquiry-based collaborative learning |