The culture of education

On Educational psychology: A cognitive view.

在翟象俊主编的《大学英语》第2册第5单元中，有这样一个句子：“As a boy and then as an adult, I never lost my wonder at the personality that was Einstein.”教参中指出“the personality that was Einstein”应理解为“the personality which was the most striking characteristic of Einstein”，该句译为“作为一个孩子，到后来作为一个成人，我一直对爱因斯坦的个性惊叹不已”。很明显，在这里译者把“personality”理解为“个性，人格”，但本人认为应译为“人物，名人”更妥。“personality”可作“个性，人格”讲，但它还有另外一个重要意思。在陆谷孙主编的《英汉大词典》（1993年版）中，“personality”第3条释义为：“个人，人物，名人”：“appoint a personality to lead a campaign，派一个人去领导一场运动”。“a personality in the news，新闻人物”。在...

此处“personality”译法探析

In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.

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Impact of an augmented reality system on students' motivation for a visual art course

Augmented reality (AR) is an educational medium increasingly accessible to young users such as elementary school and high school students. Although previous research has shown that AR systems have the potential to improve student learning, the educational community remains unclear regarding the educational usefulness of AR and regarding contexts in which this technology is more effective than other educational mediums. This paper addresses these topics by analyzing 26 publications that have previously compared student learning in AR versus non-AR applications. It identifies a list of positive and negative impacts of AR experiences on student learning and highlights factors that are potentially underlying these effects. This set of factors is argued to cause differences in educational effectiveness between AR and other media. Furthermore, based on the analysis, the paper presents a heuristic questionnaire generated for judging the educational potential of AR experiences.

/pdf/augmented-reality-in-education-a-meta-review-and-cross-media-49pucp8agk.pdf

Augmented reality in education: a meta-review and cross-media analysis

Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions

Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders.

The objective of this study was to determine the usefulness of augmented reality (AR) in teaching. An experiment was conducted to examine children's learning performances, which included the number of errors they made, their ability to remember the content of what they had read and their satisfaction with the three types of teaching materials, including a picture book, physical interactions and an AR graphic book. The three teaching materials were aimed to respectively demonstrate the characteristics of six bacteria with 2D graphics, 3D physical objects, and 3D virtual objects. Seventy-two fifth-grade children were randomly selected to participate in the study, and they were divided into three groups, each of which used the assigned teaching material to learn the name of the six different bacteria in intervals of 1, 2 and 3 min. Results showed that the AR graphic book offers a practical and hands-on way for children to explore and learn about the bacteria. Follow-up interviews indicated that the children liked the AR graphic book the most, and they preferred it to the other materials.

Lay DescriptionWhat is currently known about Augmented Reality and learning?
Augmented reality (AR) provides a new perspective for learning by allowing learners to visualize complex spatial relationships and abstract concepts.


What the paper adds to the subject matter?
AR improves learning performances to a similar extent as the most used teaching materials (both picture books and physical interactions) do.


AR not only facilitates learning but also increases learning motivations better than conventional teaching materials do.

The implications of study findings for practitioners.
If children feel bored about reading textbooks, give them AR (because AR effectively enhances learning and children are more motivated when using AR).
AR teaching material is a good alternative to conventional picture book and physical interactions.

Applying augmented reality to enhance learning: a study of different teaching materials

Computer hardware and mobile devices have developed rapidly in recent years, and augmented reality (AR) technology has been increasingly applied in mobile learning. Although instructional AR applications have yielded satisfactory results and prompted students’ curiosity and interest, a number of problems remain. The crucial topic for AR applications is the lack of appropriate instructional scaffolds to help students organize the content to be learned. Moreover, a lack of appropriate instructional activities and scaffolds often results in student confusion and frustration. Therefore, we integrated AR with concept maps to form a concept-mapped AR (CMAR) scaffold. Subsequently, whether CMAR improves learning outcomes, motivation, and attitude in mobile learning activities was determined. An empirical study was conducted on 71 fifth-grade elementary students in Southern Taiwan. The students were divided into CMAR and AR system groups. The results showed that students in the CMAR group performed significantly better than those in the AR group. The student interview results also showed that the CMAR system helped students organize what they wanted to learn.

An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

Anatomy, the study of the structure of the human body, is fundamental to medical education. In recent years, the hours devoted to anatomy are declining from the medical curriculum. This decline includes the reduction of course hours and an emphasis on early clinical experience. To adapt to those changes in anatomy education, various complementary methods with technology of three-dimensional visualization have been tried, and the explosion of image technology during the last few decades and this has brought anatomical education into a new world. In this study, we aim to use augmented reality (AR) technology to create an interactive learning system, which help medical students to understand and memorize the 3D anatomy structure easily with tangible augmented reality support. We speculate that by working directly with 3D skull model with visual support and tangible manipulate, this AR system can help young medical students to learn the complex anatomy structure better and faster than only with traditional methods. Augmented reality (AR) technology integrates the computer generated objects into the real word. AR offers an innovative learning space by merging digital learning materials into the physical space. We think of an interactive augmented reality anatomy learning system as a learning material helping young medical students to learn the complex anatomy structure better. Anatomy plays an important role in the medical education. The three main approaches to studying anatomy are regional anatomy, systemic anatomy, and clinical anatomy. The approaches above reflect the body's organization and the priorities. Regional anatomy considers the organization of the human body as segments: a main body, head, neck, trunk, paired upper limbs, and lower limbs. It also recognizes the body's structure by layers: skin, subcutaneous tissue, muscles, skeleton, and cavities. Here we restrict the scope of the study

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Chien-Hsu Chen

Papers

Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions

Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders.

Applying augmented reality to enhance learning: a study of different teaching materials

An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

An interactive augmented reality system for learning anatomy structure