The aim of this study was the design, the
development and the evaluation of an innovative educational augmented reality
(AR) material, in order to investigate the
contribution of AR in increasing motivation and cooperation among
secondary school students. At the same time, it was studied the possibility of
enhancing the social and digital skills of
the students in the context of an educational mobile learning scenario
based on situated learning. The methodology that was used is Design-Based
Research (DBR). Among other things, the usefulness and the ease of use of the
material, its advantages, as well as the factors that could prevent its
implementation in teaching practice were studied. Postgraduate students with
excellent knowledge of ICT in education, teachers and secondary school students
participated in its evaluation through interviews
and questionnaires based on the Technology Acceptance Model (TAM). The major findings showed that the material
achieves its purpose, develops skills, is easy to use and has been generally
accepted by teachers and students; however, it requires
improvements regarding its design and solutions for the technical access
problems that arose during its practical implementation.
References
[1]
Ahmad, I., Samsugi, S., & Irawan, Y. (2022). Penerapan Augmented Reality Pada Anatomi Tubuh Manusia Untuk Mendukung Pembelajaran Titik Titik Bekam Pengobatan Alternatif. Jurnal Teknoinfo, 16, 46-53. https://doi.org/10.33365/jti.v16i1.1521
[2]
Akcayir, M., & Akcayir, G. (2017). Advantages and Challenges Associated with Augmented Reality for Education: A Systematic Review of the Literature. Educational Research Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
[3]
Alevizos, S., Lagoumintzi, I., & Salichos, P. (2015). The Interaction between Theory and Practice in Social Pedagogy: Α European Campaign and an Interactive Social Pedagogical Tool against Bullying in Schools. The International Journal of Social Pedagogy, 4, 55-64. https://doi.org/10.14324/111.444.ijsp.2015.v4.1.005
[4]
Alfalah, S., Falah, J., Alfalah, T., Qutaishat, W., & Muhaidat, N. (2020). An Analysis of the Technology Acceptance Model in Understanding the University of Jordan’s Students Behavioral Intention to Use m-Learning. International Journal of Psychosocial Rehabilitation, 24, 1297-1312.
[5]
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching.
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
[6]
Cai, S., Wang, X., & Chiang, F. K. (2014). A Case Study of Augmented Reality Simulation System Application in a Chemistry Course. Computers in Human Behavior, 37, 31-40.
https://doi.org/10.1016/j.chb.2014.04.018
[7]
Carlisle, S., Ivanov, S., & Dijkmans, C. (2021). The Digital Skills Divide: Evidence from the European Tourism Industry. Journal of Tourism Futures, 9, 240-266.
https://doi.org/10.1108/JTF-07-2020-0114
[8]
Chang, K. E., Chang, C. T., Hou, H. T., Sung, Y. T., Chao, H. L., & Lee, C. M. (2014). Development and Behavioral Pattern Analysis of a Mobile Guide System with Augmented Reality for Painting Appreciation Instruction in an Art Museum. Computers & Education, 71, 185-197. https://doi.org/10.1016/j.compedu.2013.09.022
[9]
Chen, Y., Wang, Q., Chen, H., Song, X., Tang, H., & Tian, M. (2019). An Overview of Augmented Reality Technology. Journal of Physics: Conference Series, 1237, Article 022082. https://doi.org/10.1088/1742-6596/1237/2/022082
[10]
Clark, R. C., & Mayer, R. E. (2008). Learning by Viewing versus Learning by Doing: Evidence-Based Guidelines for Principled Learning Environments. Performance Improvement, 47, 5-13. https://doi.org/10.1002/pfi.20028
[11]
Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing Augmented Reality for the Classroom. Computers & Education, 68, 557-569.
https://doi.org/10.1016/j.compedu.2013.02.015
[12]
Dalili-Saleh, M., Salami, M., Soheili, F., & Ziaei, S. (2022). Augmented Reality Technology in the Libraries of Universities of Medical Sciences: Identifying the Application, Advantages and Challenges and Presenting a Model. Library Hi Tech, 40, 1782-1795.
https://doi.org/10.1108/LHT-01-2021-0033
[13]
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13, 319-340. https://doi.org/10.2307/249008
[14]
Dechsling, A., Orm, S., Kalandadze, T., Sütterlin, S., Oien, R. A., Shic, F., & Nordahl- Hansen, A. (2022). Virtual and Augmented Reality in Social Skills Interventions for Individuals with Autism Spectrum Disorder: A Scoping Review. Journal of Autism and Developmental Disorders, 52, 4692-4707. https://doi.org/10.1007/s10803-021-05338-5
[15]
Delello, J. A. (2014). Insights from Pre-Service Teachers Using Science-Based Augmented Reality. Journal of Computers in Education, 1, 295-311.
https://doi.org/10.1007/s40692-014-0021-y
[16]
Dooly, M., & Sadler, R. (2020). “If You Don’t Improve, What’s the Point?” Investigating the Impact of a “Flipped” Online Exchange in Teacher Education. ReCALL, 32, 4-24.
https://doi.org/10.1017/S0958344019000107
[17]
Dunleavy, M. (2014). Design Principles for Augmented Reality Learning. TechTrends, 58, 28-34. https://doi.org/10.1007/s11528-013-0717-2
[18]
Efstathiou, I., Kyza, E., & Georgiou, Y. (2018). An Inquiry-Based Augmented Reality Mobile Learning Approach to Fostering Primary School Students’ Historical Reasoning in Non-Formal Settings. Interactive Learning Environments, 26, 22-41.
https://doi.org/10.1080/10494820.2016.1276076
[19]
European Centre for the Development of Vocational Training (2018). Insights into Skill Shortages and Skill Mismatch: Learning from Cedefop’s European Skills and Jobs Survey. Cedefop Reference Series No. 106, Publications Office of the European Union.
http://data.europa.eu/doi/10.2801/645011
[20]
Fitria, T. N. (2023). Augmented Reality (AR) and Virtual Reality (VR) Technology in Education: Media of Teaching and Learning: A Review. International Journal of Computer and Information System (IJCIS), 4, 14-25.
[21]
Garcia, B., Chu, S. L., Nam, B., & Banigan, C. (2018). Wearables for Learning: Examining the Smartwatch as a Tool for Situated Science Reflection. In Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems (pp. 1-3). Association for Computing Machinery. https://doi.org/10.1145/3173574.3173830
[22]
Ghani, Μ., Hamzah, Μ., Ramli, S., Daud, W., Romli, T., & Mokhtar, N. (2019). A Questionnaire-Based Approach on Technology Acceptance Model for Mobile Digital Game- Based Learning. Journal of Global Business and Social Entrepreneurship, 5, 11-21.
[23]
Hidalgo, A. J., & úcar, X. (2020). Social Pedagogy in the World Today: An Analysis of the Academic, Training and Professional Perspectives. The British Journal of Social Work, 50, 701-721. https://doi.org/10.1093/bjsw/bcz025
[24]
Ho, C. M. L., Nelson, M. E., & Müeller-Wittig, W. (2011). Design and Implementation of a Student Generated Virtual Museum in a Language Curriculum to Enhance Collaborative Multimodal Meaning Making. Computers & Education, 57, 1083-1097.
https://doi.org/10.1016/j.compedu.2010.12.003
[25]
Holden, C. L., & Sykes, J. M. (2011). Leveraging Mobile Games for Place-Based Language Learning. International Journal of Game-Based Learning (IJGBL), 1, 1-18.
https://doi.org/10.4018/ijgbl.2011040101
[26]
Ivanov, L., & Ramos, N. (2020). “Bully”: A Virtual Reality Environment for Anti-Bullying Education. In Florida Artificial Intelligence Research Society Conference (pp. 312-315). Association for the Advancement of Artificial Intelligence.
[27]
Jackman, J. A., Gentile, D. A., Cho, N. J., & Park, Y. (2021). Addressing the Digital Skills Gap for Future Education. Nature Human Behaviour, 5, 542-545.
https://doi.org/10.1038/s41562-021-01074-z
[28]
Jia, C., Hew, K. F., Jiahui, D., & Liuyufeng, L. (2023). Towards a Fully Online Flipped Classroom Model to Support Student Learning Outcomes and Engagement: A 2-Year Design-Based Study. The Internet and Higher Education, 56, Article 100878.
https://doi.org/10.1016/j.iheduc.2022.100878
[29]
Kholdarova, I. A. (2021). School Bullying in the Context of Social Pedagogy. Scientific reports of Bukhara State University, 5, 239-250.
https://doi.org/10.52297/2181-1466/2021/5/1/19
[30]
Koutromanos, G., Pittara, T., & Tripoulas, C. (2020). “Clavis Aurea”: An Augmented Reality Game for the Teaching of Local History. European Journal of Engineering Research (CIE), 1-8. https://doi.org/10.24018/ejeng.2020.0.CIE.2310
[31]
Kriglstein, S., Hengstberger, F., Fribert, F., Stiehl, K., Schrank, B., Pfeiffer, A. et al. (2020). Be a Buddy Not a Bully-Two Educational Games to Help Prevent Bullying in Schools. In Extended Abstracts of the 2020 Annual Symposium o Compute-Human Interaction in Play (pp. 287-291). ACM. https://doi.org/10.1145/3383668.3419914
[32]
Kücük, S., Yilmaz, R. M., & Goktas, Y. (2014). Augmented Reality for Learning English: Achievement, Attitude and Cognitive Load Levels of Students. Education and Science, 39, 393-404. https://doi.org/10.15390/EB.2014.3595
[33]
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
[34]
Lee, L. H. J., Rahmat, R. B., Lin, L., Lim, P. H., & Tan, T. H. (2023). The Development of an Implementation Framework to Support Knowledge Construction in Online Networked Learning. Professional Development in Education, 49, 69-90.
https://doi.org/10.1080/19415257.2020.1763430
[35]
Little, S. G., Swangler, J., & Akin-Little, A. (2017). Defining Social Skills. In J. Matson (Ed.), Handbook of Social Behavior and Skills in Children. Autism and Child Psychopathology Series (pp. 9-17). Springer. https://doi.org/10.1007/978-3-319-64592-6_2
[36]
Liu, T. Y., Tan, T. H., & Chu, Y. L. (2009). Outdoor Natural Science Learning with an RFID Supported Immersive Ubiquitous Learning Environment. Educational Technology & Society, 12, 161-175.
[37]
Lyons, K. M., Lobczowski, N. G., Greene, J. A., Whitley, J., & McLaughlin, J. E. (2021). Using a Design-Based Research Approach to Develop and Study a Web-Based Tool to Support Collaborative Learning. Computers & Education, 161, Article 104064.
https://doi.org/10.1016/j.compedu.2020.104064
[38]
Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press.
https://doi.org/10.1017/CBO9781139164603
[39]
Mikropoulos, T. A., Delimitros, M., & Koutromanos, G. (2022). Investigating the Mobile Augmented Reality Acceptance Model with Pre-Service Teachers. In 2022 8th International 233 Conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE. https://doi.org/10.23919/iLRN55037.2022.9815972
[40]
Mylonakou-Keke, I. (2013). Social Pedagogy: Theoretical, Epistemological and Methodological Dimensions. Diadrasis Editions.
[41]
Mylonakou-Keke, I. (2021). Social Pedagogy: Theory and Practice. Papazisis Publications. (In Greek)
[42]
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The Impact of Cooperative Learning on Developing Speaking Ability and Motivation toward Learning English. Journal of Language and Education, 5, 83-101. https://doi.org/10.17323/jle.2019.9809
[43]
Napal-Fraile, M., Penalva-Vélez, A., & Mendióroz-Lacambra, A. M. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8, Article 104. https://doi.org/10.3390/educsci8030104
[44]
Olsson, T., Lagerstam, E., Karkkainen, T., & Vaananen-Vainio-Mattila, K. (2013). Expected User Experience of Mobile Augmented Reality Services: A User Study in the Context of Shopping Centres. Personal and Ubiquitous Computing, 17, 287-304.
https://doi.org/10.1007/s00779-011-0494-x
[45]
Olweus, D. (2005). A Useful Evaluation Design, and Effects of the Olweus Bullying Prevention Program. Psychology, Crime & Law, 11, 389-402.
https://doi.org/10.1080/10683160500255471
[46]
Papanastasiou, G., Drigas, A. Skianis, C., Lytras, M., & Papanastasiou, E. (2019). Virtual and Augmented Reality Effects on K-12, Higher and Tertiary Education Students’ Twenty-First Century Skills. Virtual Reality, 23, 425-436.
https://doi.org/10.1007/s10055-018-0363-2
[47]
Pathania, M., Mantri, A., Kaur, D. P., Singh, C. P., & Sharma, B. (2023). A Chronological Literature Review of Different Augmented Reality Approaches in Education. Technology Knowledge and Learning, 28, 329-346.
[48]
Perry, B. (2015). Gamifying French Language Learning: A Case Study Examining a Quest- Based, Augmented Reality Mobile Learning-Tool. Procedia-Social and Behavioral Scien- ces, 174, 2308-2315. https://doi.org/10.1016/j.sbspro.2015.01.892
[49]
Radu, I. (2012). Why Should My Students Use AR? A Comparative Review of the Educational Impacts of Augmented Reality. In 2012 IEEE International Symposium on Mixed and Augmented Reality (ISMAR) (pp. 313-314). IEEE.
https://doi.org/10.1109/ISMAR.2012.6402590
[50]
Rashedi, R. N., Bonnet, K., Schulte, R. J., Schlundt, D. G., Swanson, A. R., Kinsman, A. et al. (2022). Opportunities and Challenges in Developing Technology-Based Social Skills Interventions for Adolescents with Autism Spectrum Disorder: A Qualitative Analysis of Parent Perspectives. Journal of Autism and Developmental Disorders, 52, 1-16.
https://doi.org/10.1007/s10803-021-05315-y
[51]
Renkl, A. (2001). Situated Learning: Out of School and in the Classroom. In N. J. Smelser, & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 14133-14137). Pergamon. https://doi.org/10.1016/B0-08-043076-7/02442-6
[52]
Shaumiwaty, S., Fatmawati, E., Sari, H. N., Vanda, Y., & Herman, H. (2022). Implementation of Augmented Reality (AR) as a Teaching Media in English Language Learning in Elementary School. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6, 6332-6339.
https://doi.org/10.31004/obsesi.v6i6.3398
[53]
Shroff, R. H., Deneen, C. C., & Ng, E. M. (2011). Analysis of the Technology Acceptance Model in Examining Students’ Behavioural Intention to Use an E-Portfolio System. Australasian Journal of Educational Technology, 27, 600-618.
https://doi.org/10.14742/ajet.940
[54]
Tanik-Onal, N. (2021). Investigation of Technology Integration Knowledge of Science Teachers: A Case Study. International Journal of Curriculum and Instruction, 13, 773- 793.
[55]
Tumbas, P., Sakal, M., Pavlicevic, V., & Rakovic, L. (2019). Digital Competencies in Business Informatics Curriculum Innovation. In INTED2019 Proceedings (pp. 9655-9664). IATED. https://doi.org/10.21125/inted.2019.2400
[56]
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The Relation between 21st-Century Skills and Digital Skills: A Systematic Literature Review. Computers in Human Behavior, 72, 577-588. https://doi.org/10.1016/j.chb.2017.03.010
[57]
Vila, S., Gilar-Corbí, R., & Pozo-Rico, T. (2021). Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century. International Journal of Environmental Research and Public Health, 18, Article 5498. https://doi.org/10.3390/ijerph18105498
[58]
Wedyan, M., Falah, J., Elshaweesh, O., Alfalah, S. F. M., & Alazab, M. (2022). Augmented Reality-Based English Language Learning: Importance and State of the Art. Electronics, 11, Article 2692. https://doi.org/10.3390/electronics11172692
[59]
Winman, T. (2020). The Role of Social Pedagogy in a Digitalized Society. The Educational Review, 4, 81-92. https://doi.org/10.26855/er.2020.03.004
[60]
Xue, J., Hu, R., Zhang, W., Zhao, Y., Zhang, B., Liu, N. et al. (2021). Virtual Reality or Augmented Reality as a Tool for Studying Bystander Behaviors in Interpersonal Violence: Scoping Review. Journal of Medical Internet Research, 23, e25322.
https://doi.org/10.2196/25322
[61]
Young, O. E., Song, D., & Hong, H. (2020). Interactive Computing Technology in Anti-Bullying Education: The Effects of Conversation-Bot’s Role on K-12 Students’ Attitude Change toward Bullying Problems. Journal of Educational Computing Research, 58, 200-219. https://doi.org/10.1177/0735633119839177
