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Augmented Reality Impact in the Classroom

,
Colorado Convention Center, Bluebird Ballroom Lobby, Table 31

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Presenters

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Doctoral Candidate
University of North TExas
Graduate student
@literarybritt21

Session description

AR is a viable education technology tool for the K-12 classroom that can be used to help students understand difficult concepts in the classroom and mitigate anxiety among students who struggle with content. Student engagement and confidence are improved when AR is incorporated into lessons.

Purpose & objective

Participants will gain knowledge of the impact AR can have on students when employed in the classroom. The research provided will address providing inclusive opportunities to diverse learners and supporting learners who experience anxiety in the classroom. Roadblocks preventing AR adoption in the classroom are identified. Directions for future research are identified.

The application primarily addressed is Adobe Aero. However, other examples are given with the acknowledgement that school districts have varied procurement policies. Samples of previously implemented AR lessons are given.

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Outline

The content will be research driven information and lesson samples for AR in the classroom. A discussion of roadblocks preventing adoption of AR in the classroom will occur. QR codes will be available to scan by participants to see AR samples.

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Supporting research

Ahmad, N., & Junaini, S. (2020). Augmented reality for learning mathematics: A systematic literature review. International Journal of Emerging Technologies in Learning (iJET), 15(16), 106–122
Aldalalah, O., Ababneh, Z., Bawaneh, A., & Alzubi, W. (2019). Effect of augmented reality and simulation on the achievement of mathematics and visual thinking among students. International Journal of Emerging Technologies in Learning (iJET), 14(18), 164–185.
Cahyono, A. N., Sukestiyarno, Y. L., Asikin, M., Ahsan, M. G. K., & Ludwig, M. (2020). Learning Mathematical Modelling with Augmented Reality Mobile Math Trails Program: How Can It Work? Journal on Mathematics Education, 11(2), 181–192.
Cakir, R., & Korkmaz, O. (2019). The effectiveness of augmented reality environments on individuals with special education needs. Education and Information Technologies, 24, 1631–1659.
Carreon, A., Smith, S. J., & Rowland, A. (2020). Augmented reality: Creating and implementing digital classroom supports. Journal of Special Education Technology, 35(2), 109-–15. https://doi.org/10.1177/0162643419882423
Chen, Y. (2019). Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. Journal of Educational Computing Research, 57(7), 1695–1722. https://doi.org/10.1177/0735633119854036
Garzón, J., Pavón, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality, 23(4), 447–459.
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37.
Hanid, M. F. A., Said, M. N. H. M., & Yahaya, N. (2020). Learning strategies using augmented reality technology in education: Meta-analysis. Universal Journal of Educational Research, 8(5), 51–56.
Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities. Journal of learning disabilities, 53(4), 277–291.
Laal, M., & Laal, M. (2012). Collaborative learning: what is it?. Procedia-Social and Behavioral Sciences, 31, 491–495.
Li, F., Wang, X., He, X., Cheng, L., & Wang, Y. (2021). How augmented reality affected academic achievement in K-12 education - a meta-analysis and thematic-analysis. Interactive Learning Environments, ahead-of-print(ahead-of-print), 1–19. https://doi.org/10.1080/10494820.2021.2012810
Lin, H. C. K., Chen, M. C., & Chang, C. K. (2015). Assessing the effectiveness of learning solid geometry by using an augmented reality-assisted learning system. Interactive Learning Environments, 23(6), 799–810.
Microsoft. (2023a). HoloLens 2 x education. https://www.microsoft.com/en-us/hololens/industry-education
Microsoft. (2023b). HoloLens 2. https://www.microsoft.com/en-us/hololens/hardware
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments: Special issue on interactive learning environments: Contemporary issues and trends. Educational psychology review, 19, 309–326.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational psychologist, 50(4), 258–283.
Richardson, M. D., Lemoine, P. A., Stephens, W. E., & Waller, R. E. (2020). Planning for Cyber Security in Schools: The Human Factor. Educational Planning, 27(2), 23–39.
Shaheen, N. L., & Watulak, S.L. (2019). Bringing disability into the discussion: Examining technology accessibility as an equity concern in the field of instructional technology. Journal of Research on Technology in Education, 51(2), 187–201.
Siegle, D. (2019). Seeing is believing: Using virtual and augmented reality to enhance student learning. Gifted Child Today, 42(1), 46–52.
U.S. Department of Education. (2019, November 7). Section 1412. Individuals with Disabilities Education Act. https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1412/a/5
Valtonen, T., Tedre, M., Mäkitalo, K., & Vartiainen, H. (2019). Media Literacy Education in the Age of Machine Learning. Journal of Media Literacy Education, 11(2), 20–36.
Yakubova, G., Kellems, R. O., Chen, B. B., & Cusworth, Z. (2022). Practitioners’ attitudes and perceptions toward the use of augmented and virtual reality technologies in the education of students with disabilities. Journal of Special Education Technology, 37(2), 286–296. https://doi.org/10.1177/01626434211004445
Yardley, S., Teunissen, P. W., & Dornan, T. (2012). Experiential learning: transforming theory into practice. Medical teacher, 34(2), 161–164.

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Session specifications

Topic:
AR/VR/XR
Grade level:
PK-5
Skill level:
Beginner
Audience:
Library media specialists, Teachers, Technology coordinators/facilitators
Attendee devices:
Devices useful
Attendee device specification:
Smartphone: iOS, Android
Tablet: Android, iOS
Participant accounts, software and other materials:
Adobe Aero
Subject area:
Special education
ISTE Standards:
For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.