Year: 2024
Author: Gretchen Geng, Amanda Telford, Kathy Green, Yue Zhu, Ningqing Liang, Zhou Yueliang
Type of paper: Individual Paper
Abstract:
The use of Augmented Reality (AR) in education has shown promising results in enhancing student learning experiences (Wang & Li, 2024) because AR combines the virtual and real worlds where technologies, physical objects, and human elements exist together and interact in real-time (Soroko, 2021). It helps students better understand complex concepts by providing them with a visual representation of abstract or difficult-to-grasp ideas. Moreover, with the AI technology being embedded to detect young people's motion, adjusting the learning environment to the participant, their learning experience can be more customised, interactive and engaging (Delgado-Rodríguez et al., 2023). Given the increasing use of AR technology in classrooms, it is crucial to understand how the smart AR glasses affect children's learning, engagement, behaviour and enjoyment during AR-supported classroom experiences.
A collaborative project underpinned by the Dynamic Systems Theory (DST) of AI-embedded AR smart glasses was conducted. This study examined the impact of the implementation of the smart glasses on children's cognitive development during learning activities, to gain insights into the potential benefits and disadvantages among children's learning experiences.
Approximately 100 Year 1/2 students in a Melbourne primary school participated in the smart dinosaur project. Pre- and post-drawings were completed by the participating children to capture their understanding, before and after the learning experience, using AR glasses. Findings include a) the use of AI-embedded AR glasses supported the students’ motion during the experience; b) comparison of pre and post drawings indicated a more accurate detail about the concept learning; c) many post-drawings included a story and “sound-effect”; and d) more topic-related terminologies were used in the post-drawing labelling and explanations. It is expected that the research findings can be used to guide teachers and parents in developing effective strategies for incorporating smart AR technology into children's learning experiences.
References
Delgado-Rodríguez, S., Carrascal Domínguez, S., & Garcia-Fandino, R. (2023). Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education. Journal of New Approaches in Educational Research, 12(1), 19–39. https://doi.org/10.7821/naer.2023.1.1250
Soroko, N. (2021). The augmented reality functions to support the steam education at general education institutions. Fizyko-Matematychna Osvita, 29(3), 24–30. https://doi.org/10.31110/2413-1571-2021-029-3-004
Wang, Q., & Li, Y. (2024). How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12949
A collaborative project underpinned by the Dynamic Systems Theory (DST) of AI-embedded AR smart glasses was conducted. This study examined the impact of the implementation of the smart glasses on children's cognitive development during learning activities, to gain insights into the potential benefits and disadvantages among children's learning experiences.
Approximately 100 Year 1/2 students in a Melbourne primary school participated in the smart dinosaur project. Pre- and post-drawings were completed by the participating children to capture their understanding, before and after the learning experience, using AR glasses. Findings include a) the use of AI-embedded AR glasses supported the students’ motion during the experience; b) comparison of pre and post drawings indicated a more accurate detail about the concept learning; c) many post-drawings included a story and “sound-effect”; and d) more topic-related terminologies were used in the post-drawing labelling and explanations. It is expected that the research findings can be used to guide teachers and parents in developing effective strategies for incorporating smart AR technology into children's learning experiences.
References
Delgado-Rodríguez, S., Carrascal Domínguez, S., & Garcia-Fandino, R. (2023). Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education. Journal of New Approaches in Educational Research, 12(1), 19–39. https://doi.org/10.7821/naer.2023.1.1250
Soroko, N. (2021). The augmented reality functions to support the steam education at general education institutions. Fizyko-Matematychna Osvita, 29(3), 24–30. https://doi.org/10.31110/2413-1571-2021-029-3-004
Wang, Q., & Li, Y. (2024). How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12949