Augmenting a Child's Reality: Using Educational Tablet Technology

Autor/inn/en	Tanner, Patricia; Karas, Carly; Schofield, Damian
Titel	Augmenting a Child's Reality: Using Educational Tablet Technology
Quelle	In: Journal of Information Technology Education: Innovations in Practice, 13 (2014), S.45-55 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-3151
Schlagwörter	Handheld Devices; Educational Technology; Telecommunications; Technology Uses in Education; Grade 6; Teaching Methods; Robotics; Comparative Analysis; Control Groups; Experimental Groups; Video Technology; Guides; Animation; New York + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Robotertechnik; Handbuch; Leitfaden
Abstract	This study investigates the classroom integration of an innovative technology, augmented reality. Although the process of adding new technologies into a classroom setting can be daunting, the concept of augmented reality has demonstrated the ability to educate students and to assist with their comprehension of a procedural task. One half of the students of a sixth grade class were exposed to augmented reality technology when they were assigned the procedural task of building Lego™ robots. As a control group, the other half of the class learned how to construct their robots using only the static paper manual that was provided by the manufacturer of the robot kit. The students who experienced the augmented reality technology did so by interacting with an animated version of the same static manual where they observed video tutorials that were overlaid onto the static manual to provide an augmented representation of each step. This technology solution was developed using the Aurasma™ augmented reality application which ran on Apple iPads™. Results have indicated that the students who used the animated manual to learn the procedural task showcased significantly higher comprehension scores when compared to those who only used the static manual. Our findings support the claims that the integration of augmented reality into a classroom setting may be beneficial to student learning. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/JITEIIP/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01