Evolution of the use of Augument Reality Tools in the Education Fied
Ano de defesa: | 2015 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | eng |
Instituição de defesa: |
Universidade Federal de Pernambuco
|
Programa de Pós-Graduação: |
Programa de Pos Graduacao em Ciencia da Computacao
|
Departamento: |
Não Informado pela instituição
|
País: |
Brasil
|
Palavras-chave em Português: | |
Link de acesso: | https://repositorio.ufpe.br/handle/123456789/14921 |
Resumo: | Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process. |
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SILVA, Manoela Milena Oliveira dahttp://lattes.cnpq.br/8817591964244237http://lattes.cnpq.br/3355338790654065TCHEIRIEB, VerônicaCAVALCANTE, Patricia Smith2016-01-18T13:14:50Z2016-01-18T13:14:50Z2015-08-31https://repositorio.ufpe.br/handle/123456789/14921Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process.CNPqA tecnologia de Realidade Aumentada (RA) possui grande potencial de aplicação na área educativa. A coexistência de ambientes reais e virtuais abre possibilidades de aprendizado que não poderiam ser possíveis sem este tipo de tecnologia. Algumas razões pelas quais experiências de aprendizagem com RA se diferem das demais são: (i) suporte a uma interação contextualizada entre ambientes reais e virtuais, (ii) uso de metáforas com interfaces tangíveis para manipulação de objetos e, por fim, (iii) a habilidade de transição suave entre o real e o virtual. Enquanto oferece inúmeras novas oportunidades de aprendizagem, a introdução de novas tecnologias com RA cria desafios em diferentes domínios, como o tecnológico, de aprendizagem e os desafios pedagógicos. Este trabalho visa prover algumas reflexões acerca dos desafios envolvidos no processo de avaliação de tecnologias educativas com RA. Como forma de melhor compreender essas questões, foi realizada uma revisão sistemática com vistas a identificar como são realizadas avaliações de ferramentas educacionais com RA. A partir da revisão empreendida, foram observadas as principais formas de avaliação de ferramentas educativas envolvendo esta tecnologia. A partir destes conhecimentos adquiridos, foi realizada a avaliação de uma ferramenta educativa baseada em RA projetiva, especialmente desenvolvida para o ensino infantil, o ARBlocks. Tal ferramenta foi avaliada no campo da aprendizagem de novas línguas com três grupos distintos. O estudo envolveu o professor como instructional designer, bem como o uso de múltiplas métricas de avaliação. A partir da análise do ARBlocks em sala de aula, foi possível observar que esta ferramenta oferece inúmeras possibilidades para o ensino de línguas para crianças pequenas. Os resultados obtidos demonstraram que, no geral, o ARBlocks auxiliou no processo de aprendizagem dos estudantes e na prática e reforço das habilidades linguísticas. A partir das reflexões apresentadas, alguns guidelines foram propostos com vistas a auxiliar na avaliação de ferramentas educativas com RA. O uso de múltiplas métricas e o envolvimento ativo dos professores na elaboração dos conteúdos é encorajado como forma de melhor compreender os impactos provocados pela tecnologia no processo de ensino-aprendizagem.engUniversidade Federal de PernambucoPrograma de Pos Graduacao em Ciencia da ComputacaoUFPEBrasilAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessAugmented RealityEducationEvaluationEducational SystemsEvolution of the use of Augument Reality Tools in the Education Fiedinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesismestradoreponame:Repositório Institucional da UFPEinstname:Universidade Federal de Pernambuco (UFPE)instacron:UFPETHUMBNAILdissertacao_manoela_silva.pdf.jpgdissertacao_manoela_silva.pdf.jpgGenerated Thumbnailimage/jpeg1329https://repositorio.ufpe.br/bitstream/123456789/14921/5/dissertacao_manoela_silva.pdf.jpg775e312603aa863f4a079829d1f27334MD55ORIGINALdissertacao_manoela_silva.pdfdissertacao_manoela_silva.pdfapplication/pdf36581423https://repositorio.ufpe.br/bitstream/123456789/14921/1/dissertacao_manoela_silva.pdfd8c07c2d0fe78c155c2e4ab98bc705f2MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.pt_BR.fl_str_mv |
Evolution of the use of Augument Reality Tools in the Education Fied |
title |
Evolution of the use of Augument Reality Tools in the Education Fied |
spellingShingle |
Evolution of the use of Augument Reality Tools in the Education Fied SILVA, Manoela Milena Oliveira da Augmented Reality Education Evaluation Educational Systems |
title_short |
Evolution of the use of Augument Reality Tools in the Education Fied |
title_full |
Evolution of the use of Augument Reality Tools in the Education Fied |
title_fullStr |
Evolution of the use of Augument Reality Tools in the Education Fied |
title_full_unstemmed |
Evolution of the use of Augument Reality Tools in the Education Fied |
title_sort |
Evolution of the use of Augument Reality Tools in the Education Fied |
author |
SILVA, Manoela Milena Oliveira da |
author_facet |
SILVA, Manoela Milena Oliveira da |
author_role |
author |
dc.contributor.authorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/8817591964244237 |
dc.contributor.advisorLattes.pt_BR.fl_str_mv |
http://lattes.cnpq.br/3355338790654065 |
dc.contributor.author.fl_str_mv |
SILVA, Manoela Milena Oliveira da |
dc.contributor.advisor1.fl_str_mv |
TCHEIRIEB, Verônica |
dc.contributor.advisor-co1.fl_str_mv |
CAVALCANTE, Patricia Smith |
contributor_str_mv |
TCHEIRIEB, Verônica CAVALCANTE, Patricia Smith |
dc.subject.por.fl_str_mv |
Augmented Reality Education Evaluation Educational Systems |
topic |
Augmented Reality Education Evaluation Educational Systems |
description |
Augmented Reality technology (AR) has a huge potential to be applied in the education field. The coexistence of real and virtual environments enables experiences that would not be possible without this technology. Some of the reasons why AR learning experiences differ from other technology are: (i) it enables contextualized interaction between real and virtual worlds, (ii) it enables tangible interaction metaphors for object manipulation, and, finally, (iii) it enables smooth transition between the real and virtual contents. While AR offers new learning opportunities, it also creates new challenges for education in different domains, such as technological, learning and pedagogical issues. This work intends to provide some reflections about the challenges involved in the process of evaluating AR educational technologies. In order to better understand those issues, a systematic review was carried out aiming to identify how AR technology has been evaluated. Taking into account lessons learned during the review, a projective educational AR tool, especially designed to young children education, the ARBlocks, was evaluated. This tool was evaluated in the field of language learning with three different groups. The study involved the teacher as an instructional designer along with the use of multiple metrics. From the analysis of the ARBlocks in the classrooms, it was possible to observe that this tool offered different possibilities for language teaching to young children. The results obtained demonstrated that, in general, the ARblocks contributed to student’s learning and the practice and reinforcement of language abilities. From the reflections presented, some guidelines were proposed in order to assist the evaluation of AR educational tools. The use of multiple metrics as well as the active involvement of teachers in the elaboration of contents are encouraged as way to better understand the impact of technology in the teaching and learning process. |
publishDate |
2015 |
dc.date.issued.fl_str_mv |
2015-08-31 |
dc.date.accessioned.fl_str_mv |
2016-01-18T13:14:50Z |
dc.date.available.fl_str_mv |
2016-01-18T13:14:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufpe.br/handle/123456789/14921 |
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https://repositorio.ufpe.br/handle/123456789/14921 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Pernambuco |
dc.publisher.program.fl_str_mv |
Programa de Pos Graduacao em Ciencia da Computacao |
dc.publisher.initials.fl_str_mv |
UFPE |
dc.publisher.country.fl_str_mv |
Brasil |
publisher.none.fl_str_mv |
Universidade Federal de Pernambuco |
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UFPE |
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