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Criollo-C, S.; Guerrero-Arias, A.; Guaña-Moya, J.; Samala, A.D.; Luján-Mora, S. Mobile Augmented Reality Used in Sustainable Education. Encyclopedia. Available online: https://encyclopedia.pub/entry/54775 (accessed on 02 July 2024).
Criollo-C S, Guerrero-Arias A, Guaña-Moya J, Samala AD, Luján-Mora S. Mobile Augmented Reality Used in Sustainable Education. Encyclopedia. Available at: https://encyclopedia.pub/entry/54775. Accessed July 02, 2024.
Criollo-C, Santiago, Andrea Guerrero-Arias, Javier Guaña-Moya, Agariadne Dwinggo Samala, Sergio Luján-Mora. "Mobile Augmented Reality Used in Sustainable Education" Encyclopedia, https://encyclopedia.pub/entry/54775 (accessed July 02, 2024).
Criollo-C, S., Guerrero-Arias, A., Guaña-Moya, J., Samala, A.D., & Luján-Mora, S. (2024, February 05). Mobile Augmented Reality Used in Sustainable Education. In Encyclopedia. https://encyclopedia.pub/entry/54775
Criollo-C, Santiago, et al. "Mobile Augmented Reality Used in Sustainable Education." Encyclopedia. Web. 05 February, 2024.
Mobile Augmented Reality Used in Sustainable Education
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This entry is adapted from the peer-reviewed paper 10.3390/su16031192

Educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. 

mobile augmented reality smartphone mobile learning active learning sustainable learning

1. Introduction

In recent years, educational institutions have faced many difficulties in the teaching process, due to multiple educational needs, as well as the lack of basic competencies, attention, concentration, motivation, and confidence among students [1][2]. The new generations of students, due to the exposure and use of technologies from a relatively young age, have developed new ways of learning and can reach great learning potential with innovative educational methodologies [3]. Education, according to the United Nations, is the key to achieving several of the Sustainable Development Goals (SDGs) [4]. When all people have access to quality education, they can escape the cycle of poverty [4]. For this reason, information and communication technologies in education should be used to transform educational models to improve the learning experience and equip students with skills that will help them in their professional and daily lives [5].
Digital technologies can be used to support students in both formal and informal settings, generating positive results in the teaching process [6]. An example of this is gamification, which promotes the use of game elements to improve engagement and motivation in academic activities [7]. With the proliferation of mobile devices, it has been possible to find new alternatives for the use of technology for education such as mobile augmented reality (MAR) [7]. There is evidence showing that the use of MAR in the educational model improves students’ comprehension, memory, and imagination skills [8]. MAR is a field of computer science that combines real-world data with virtual objects, which can be superimposed on real images and dynamically coexist in the same space [9]. Furthermore, it allows students to visualize content through a mobile device, providing a digital view of the physical world in real-time [10]. Among the aspects that are most enriched by MAR are spatial skills, practical skills, concept understanding, conceptual change, collaborative work, long-term knowledge retention, and student motivation [11][12]. However, there are also negative effects, such as usability issues, distraction, and deployment and integration in the classroom effectively [12][13].
The use of MAR in early and primary education has been successful because users at these educational levels see it as something fun, which generates an intention to use it and motivation to learn [7]. For students at these levels, entertainment is paramount, because if they do not find this factor, they get bored and begin to look for another medium with which to interact [14]. MAR as a technology has been used to support the teaching of a variety of subjects in early and primary education such as STEM (science, technology, engineering and mathematics) [6], health [15], biology [16], astronomy [6][17], animal names and sounds [18][19], painting and reading [20], and language [14][21]. The motivation for the implementation of MAR, in the subjects described above, was that students innovatively receive teaching, with the use of digital technologies to improve the practical process of learning [22].

2. Use of MAR Technology in Early and Primary Education

The constant evolution of digital technologies and their progressive inclusion in early and primary education is a generalized reality [23]. Today, educational methodologies and technology complement each other, to offer students new tools to access educational content in a playful, ubiquitous, and formative way [24]. However, the knowledge and applicability of this digital tool in primary-level teaching are still scarce [24]. Thanks to the continuous advancement of mobile technologies, the development of educational applications and tools has gained relevance in recent years [25]. Features such as flexibility, availability, and affordability are three elements that allow this technology to be deployed in a variety of educational environments [26]. In particular, the potential in the synergy between MAR and mobile devices (smartphones and tablets, even some laptops) for use in the gamification of education is appreciated [27].
Over the last few years, several initiatives have been developed that use new digital technologies to innovate the way of teaching in early and primary education [6][13][28]. Tools such as e-learning, mobile learning, AR, Virtual reality (VR), and videoconferencing, among others, have become options that can be used in the educational model to help motivate and enrich the knowledge of students [29]. With the accelerated growth of digital technologies in recent years, the traditional teaching and learning model has not been able to be maintained and educational institutions seek to innovate their academic proposal [5]. MAR is a widely versatile technology that has been used in early childhood, primary, secondary, and higher education, and is even useful in job training, video games, and continuous learning [9][28][30][31]. Early childhood education is a learning process in which children have the desire to know and begin to be curious about their environment; if the teaching method does not attract their attention, they can easily become bored [19]. Therefore, MAR in education has been used to improve the learning of children at an early level in subjects related to vowel and number recognition [21]. This tool has been used as a strategy to improve children’s attention and motivation to learn the names, shapes and characteristic sounds of animals [19]. Furthermore, this technology is used to teach English vocabulary to early childhood [19]. For the development of this application, the researchers integrated real-time monitoring so that parents can control the use, access, start, and end of use of the application [32]. This was done to control the problems that may arise from the continuous use of mobile devices by children [32].
On the other hand, in primary education, MAR together with gamification has been integrated into a playful application that serves to improve the socialization, communication skills, and emotional intelligence of students [7]. This technology has also been used to improve reading comprehension levels [24], improve chemistry learning [33], and in natural sciences [34], etc.
Nowadays, the use of mobile devices is part of the daily lives of children, youth, and adults [28]. The new generation of digital natives is multi-tasking, they work on a laptop while watching a program on their tablet, listen to music on audio streaming applications, and chat at the same time [35]. Therefore, taking advantage of students’ mastery and familiarity with technology, educational institutions should explore the opportunities of using digital technologies to innovate learning [36].

References

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  2. Bacca, J.; Baldiris, S.; Fabregat, R. Kinshuk Insights into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training. Front. Psychol. 2018, 9, 1486.
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  4. United Nations. Sustainable Development Goals. Available online: https://www.un.org/sustainabledevelopment/sustainable-development-goals/ (accessed on 13 March 2023).
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  14. Rahmat, R.F.; Akbar, F.; Syahputra, M.F.; A Budiman, M.; Hizriadi, A. An Interactive Augmented Reality Implementation of Hijaiyah Alphabet for Children Education. J. Phys. Conf. Ser. 2018, 978, 12102.
  15. Janes, C.; Andrews, T.; Adbel-Maguid, M. Designing an Augmented Reality Smartphone Application for the Enhancement of Asthma Care Education. In Interactive Mobile Communication Technologies and Learning; Springer International Publishing: Berlin/Heidelberg, Germany, 2018; Volume 725, pp. 11–17.
  16. Alakärppä, I.; Jaakkola, E.; Väyrynen, J.; Häkkilä, J. Using nature elements in mobile AR for education with children. In Proceedings of the International Conference on Human-Computer Interaction with Mobile Devices and Services, Vienna, Austria, 4–7 September 2017.
  17. Antoniou, P.E.; Mpaka, M.; Dratsiou, I.; Aggeioplasti, K.; Tsitouridou, M.; Bamidis, P.D. Scoping the Window to the Universe; Design Considerations and Expert Evaluation of an Augmented Reality Mobile Application for Astronomy Education. In Interactive Mobile Communication Technologies and Learning; Springer: Cham, Switzerland, 2018; Volume 725, pp. 409–420.
  18. Baykara, M.; Gurturk, U.; Atasoy, B.; Perçin, I. Augmented Reality Based Mobile Learning System Design in Preschool Education. In Proceedings of the International Conference on Computer Science and Engineering, Warsaw, Poland, 17–19 March 2017; pp. 72–77.
  19. Nainggolan, E.R.; Asymar, H.H.; Nalendra, A.R.A.; Anton; Sulaeman, F.; Sidik; Radiyah, U.; Ati, S. The Implementation of Augmented Reality as Learning Media in Introducing Animals for Early Childhood Education. In Proceedings of the International Conference on Cyber and IT Service Management, Jakarta, Indonesia, 6–8 November 2019.
  20. Hou, S.-M.; Liu, Y.-Y.; Tang, Q.-B.; Guo, X.-G. Mobile augmented reality system for preschool education. In Proceedings of the International Conference on Virtual Reality and Visualization, Zhengzhou, China, 21–22 October 2017; pp. 321–323.
  21. Cieza, E.; Lujan, D. Educational Mobile Application of Augmented Reality Based on Markers to Improve the Learning of Vowel Usage and Numbers for Children of a Kindergarten in Trujillo. In Procedia Computer Science; Elsevier: Amsterdam, The Netherlands, 2018; pp. 352–358.
  22. Delic, A.; Domancic, M.; Vujevic, P.; Drljevic, N.; Boticki, I. AuGeo: A geolocation-based augmented reality application for vocational geodesy education. In Proceedings of the International Symposium on Electronics in Marine, Zadar, Croatia, 10–12 September 2014.
  23. Remmer, M.; Denami, M.; Marquet, P. Why pokémon GO is the future of school education. Effects of AR on intrinsic motivation of children at elementary school. In Proceedings of the ACM International Conference Proceeding Series, Association for Computing Machinery, New York, NY, USA, 22 March 2017.
  24. De la Gala Quispe, K.; Vera Sancho, J. Use of augmented reality improves reading comprehension levels in fifth grade students of the primary level. CEUR Workshop Proc. 2018, 2302, 80–93.
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  26. Criollo-C, S.; Lujan-Mora, S.; Jaramillo-Alcazar, A. Advantages and disadvantages of m-learning in current education. In Proceedings of the Engineering Education Conference: The Role of Professional Associations in Contemporaneous Engineer Careers, Buenos Aires, Argentina, 11–14 March 2018.
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  31. Rossano, V.; Lanzilotti, R.; Cazzolla, A.; Roselli, T. Augmented Reality to Support Geometry Learning. IEEE Access 2020, 8, 107772–107780.
  32. Lee, L.-K.; Chau, C.-H.; Chau, C.-H.; Ng, C.-T. Using augmented reality to teach kindergarten students english vocabulary. In Proceedings of the International Symposium on Educational Technology, Hong Kong, China, 27–29 June 2017; pp. 53–57.
  33. Jin, J.; Liu, T.; Wang, Y.; Wang, C. Isea: An interesting application of chemistry education based on AR. In Proceedings of the International Conference on Virtual Reality and Visualization, Hong Kong, China, 18–19 November 2019; pp. 283–285.
  34. Stoyanova, D.; Kafadarova, N.; Stoyanova-Petrova, S. Enhancing elementary student learning in natural sciences through mobile augmented reality technology. Bulg. Chem. Commun. 2015, 47, 532–536.
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  36. Oyetade, K.E.; Zuva, T.; Harmse, A. Technology adoption in education: A systematic literature review. Adv. Sci. Technol. Eng. Syst. 2020, 5, 108–112.
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Subjects: Computer Science, Software Engineering
Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :
Santiago Criollo-C
,
Andrea Guerrero-Arias
,
Javier Guaña-Moya
,
Agariadne Dwinggo Samala
,
Sergio Luján-Mora
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Revisions: 2 times (View History)
Update Date: 07 Feb 2024
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