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Session Overview
A04: Augmented-, Virtual-, Mixed- & Cross- Reality apps
Thursday, 04/Nov/2021:
4:30pm - 6:00pm

Session Chair: Stavros Nikou, University of Strathclyde
Virtual location: Zoom Room A

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A hybrid virtual-physical approach For Performing Control Theory Laboratories from Home

Mostafa Mohamed Soliman

McMaster University, Canada

The paper proposes the use a hybrid virtual-physical laboratories for a control theory course that is delivered online. By using both virtual laboratories and a low-cost hardware kit, the students received a better experience compared to simulation-only labs or hardware-only labs.

Building a General Purpose Educational Augmented Reality Application: The case of ARTutor

George Terzopoulos, Ioannis Kazanidis, Avgoustos Tsinakos

International Hellenic University, Greece

Augmented Reality (AR) technology is constantly evolving. Nowadays, there are AR platforms that allow educators to build AR experiences for their students. Most of these tools are not free and have specific domain orientation, allowing instructors to use them for specific domains and courses. The main aim of this study is to provide details on the approach, design and development frameworks that developers have to follow in order to build a general- purpose educational AR tool. The available technologies will be presented and an optimum approach and design will be proposed. In addition, this study presents the architecture and the adopted technologies of the general-purpose educational AR platform ARTu-tor (Version 3), a free tool for educators and their students. Compared to other AR platforms, ARTutor is a completely free and easy-to-use tool. With ARTutor, educators can create augmented books and add virtual content on top of printed material. The new version of ARTutor is based on state-of-the-art technologies such as Google’s ARCore and Apple’s ARKit. Evaluation results with pre-service teachers revealed that ARTutor is a valuable tool for education and it provides an easy way to implement AR experiences thus it can be easily adopted by various educational approaches

Augmented Reality Smart Glasses in Education: Teachers’ Perceptions Regarding the Factors That Influence Their Use in the Classroom

Georgia Kazakou, George Koutromanos

National and Kapodistrian University of Athens, Greece, Department of Primary Education

The purpose of this study was to explore in-service teachers’ perceptions regarding the factors that influence their intention to use augmented reality smart glasses. The study was conducted in January 2021 and involved 91 primary and secondary education teachers. Initially, the technical character-istics and specific functions of smart glasses were presented online to teachers. They were then asked to fill out an online questionnaire with open-ended questions based on the theoretical framework of Technology Acceptance Models. The qualitative analysis of their answers revealed that the majority of teachers intend to use smart glasses in their teaching. Also, it was found that teachers perceive smart glasses as useful for teaching (e.g., by enriching it) and learning (e.g., by enhancing students’ motivation). Ac-cording to teachers’ perceptions, other factors that may influence them to use smart glasses are their compatibility with them and facilitating condi-tions, such as infrastructure, technical and pedagogical training, provision of educational material, low cost, and support from educational leadership. Moreover, a small number of teachers referred to risks regarding privacy and health as factors that may inhibit them from using smart glasses. This study provides implications so that this new technology is effectively imple-mented in schools.

"Aspects Of Freedom", A Case Of Methodological Design And Making Of AR App For Interactive Communication In The Field Of 3D Animation Production In Culture

Spyros Siakas, Lamprini Trivella, Anastasia Lampropoulou, Georgios Margaritis

University of West Attica, Greece

The 200 years from the Greek Revolution of 1821 together with an already existing collection of 3D models of the authentic items of that era, provided the strong motive for this project.This collection was consisted of 3D computer modelling and photogrammetred genuine cultural items. These were the main context of the augmented reality app. So, smart posters were designed with specific image targets which revealed the 3D models. In this context an exhibition of these posters was designed. The purpose of this project was to communicate interactively the data (3D models) and metadata (information related to the data in text form) concerning the Greek Revolution in an innovative way. There were used various methodologies For he 3D modeling design were used from the management, the marketing and technological sector. The anticipated outcome is to attract a wide audience of mobile technology users through interactive AR app. In order to make the audience more motivated, specific worksheets with construction guides were created.

IntraPlanet: An Embodied Approach for Teaching Seasons Using Augmented Reality

Eirini Anastasiadou, Stefanos Xefteris, George Palaigeorgiou

Department of Primary Education, University of Western Macedonia

In this study, the authors deployed and evaluated an embodied learning intervention with augmented reality affordances for teaching the phenomenon of the seasons. In a dark space a single light-source (the Sun) stands at the epicenter of the solar system, students enter two Earth-models -placed on the Winter and Summer spots of the orbit- and with their bodies simulate the Earth’s axial tilt, while at the same time observing its effects on the amount of sunlight the Earth receives through mobile phone screens on the spheres. A guided presentation of educational activities was presented on the roof of the room through a projector. For the evaluation of the intervention, researchers employed an attitudes evaluation questionnaire and semi-formal interviews in the form of focus groups

Results indicate that students found the proposed intervention immersive, entertaining and authentic. Students indicated that it facilitated commitment and engagement to the learning subject while at the same time shattering pre-existing misconceptions, as it made it easier to understand the mechanism of the phenomenon from a point of view unattainable with usual means.

Towards a Teachers’ Augmented Reality Competencies (TARC) framework

Stavros A. Nikou1, Maria Perifanou2, Anastasios A. Economides2

1University of Strathclyde, United Kingdom; 2University of Macedonia, Greece

Augmented reality, the technology that augments real environments with virtual components, is constantly evolving. Augmented reality (AR) has the potential to offer immersive, authentic, and meaningful learning experiences to students and therefore enhance learning. However, the effective integration of augmented reality into teaching requires from teachers to master a special set of digital competencies. The current study proposes a framework that defines the augmented reality competencies that teachers should have in order to effectively integrate augmented reality into their teaching. The framework comprises four dimensions: basic augmented reality literacies, create, use, and manage augmented reality learning resources. Based on the proposed framework, the study introduces also the Teachers’ Augmented Reality Competencies (TARC) questionnaire that can help educators to self-assess and develop their AR competencies in order to effectively integrate augmented reality in their practice.

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