by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

This study scrutinizes the existing literature regarding the use of augmented reality and gamification in education to establish its theoretical basis. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. To provide complete and valid information, all types of related studies for all educational stages and subjects throughout the years were investigated. In total, 670 articles from 5 databases (Scopus, Web of Science, Google Scholar, IEEE, and ERIC) were examined. Based on the results, using augmented reality and gamification in education can yield several benefits for students, assist educators, improve the educational process, and facilitate the transition toward technology-enhanced learning when used in a student-centered manner, following proper educational approaches and strategies and taking students’ knowledge, interests, unique characteristics, and personality traits into consideration. Students demonstrated positive behavioral, attitudinal, and psychological changes and increased engagement, motivation, active participation, knowledge acquisition, focus, curiosity, interest, enjoyment, academic performance, and learning outcomes. Teachers also assessed them positively. Virtual rewards were crucial for improving learning motivation. The need to develop appropriate validation tools, design techniques, and theories was apparent. Finally, their potential to create collaborative and personalized learning experiences and to promote and enhance students’ cognitive and social–emotional development was evident.

/pdf/augmented-reality-and-gamification-in-education-a-systematic-3ibvz126.pdf

Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies

Class Attendance and Exam Performance: A Randomized Experiment

The Embedded system is the core unit of every digital device. The design and development of a new digital device or system require a good understanding of the embedded system embed in it. In the context of engineering education, learning embedded systems remains a challenge for the millennial. As, it involves the implementation of mathematics, programming, and working knowledge of electronic and electrical components rooted in it. Traditional teaching pedagogy has become less useful for new‐gen learners to satisfy their demand for knowledge of embedded systems. So, the teaching techniques have to be modified and equipped with the latest technological tools and practices. Augmented reality (AR) is emerging as a new technology in the field of engineering education. With the help of computer‐generated 3D data, animation, visual effects, and immersion, this technology has become more prevalent in the education domain to make complex concepts easier to understand. In this paper, an augmented reality‐based framework designed to teach embedded systems to engineering students. The proposed framework utilizes a tangible user interface comprising of AR markers, a USB camera, a display device, and the processing unit to give AR learning experience to the students. The system so developed tested for its usability with the faculty members of engineering education. Twenty faculty members, as participants, share their system usability experience and feedback using google form. The overall system usability score is 79.5%, which makes it suitable for further deployment on students for exploratory work.

Development of an augmented reality‐based scaffold to improve the learning experience of engineering students in embedded system course

In many fields of study, physical sub-areas are treated mathematically in order to teach students the tools for optimization in their professional lives. In the derivation of the fundamental conservation equations theoretical con-structs or infinitesimal elements are used, additionally engaging a Taylor expansion of the variables. For undergraduates, this often means that the understanding of the physical interrelationships is left out in the cold. Practical experiments are not possible for clarification, since important quantities in the mathematical for-mulation can only made visible in experiments with extreme effort or are even in-accessible like theoretical constructs or infinitesimal values. Numerical calcula-tions may be used to show some quantities, but students cannot carry them out for themselves. Therefore, a virtual-reality laboratory for fluid mechanics is creat-ed with the software UNREAL ENGINE 4. This enables the students to learn the derivation of conservation laws and to influence the flow in order to experience and examine the basics of theoretical constructs. The results are evaluated in self-assessments, exercises, tutorials associated to the fluid mechanics course, and the results of an exam. Benefits for the use of virtual reality (VR) in teaching conser-vation laws were ascertained.

/pdf/using-virtual-reality-for-teaching-the-derivation-of-198lslruii.pdf

Using Virtual Reality for Teaching the Derivation of Conservation Laws in Fluid Mechanics

Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training.

Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training

Selbstbau eines digitalen Low‐Cost‐Fotometers für den Chemieunterricht

Lecture courses are an integral part of academia with a long tradition. The efficiency of such courses can be notably increased by active participation of students in the learning process. This article will elaborate on a re-structuring of an engineering lecture attended by more than 400 students; during the course, laboratory experiments are integrated directly into the lecture, allowing students to gain their own practical experience.

Lecture meets laboratory experimental experiences for large audiences: Concept and implementation

/pdf/lecture-meets-laboratory-experimental-experiences-for-large-j874k6nmo4.pdf

Lecture Meets Laboratory - Experimental Experiences for Large Audiences: Concept and Implementation

The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app. Therefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly.

Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory

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