The Methodology of Using Augmented Reality Technology in the Training of Future Computer Science Teachers
DOI:
https://doi.org/10.31261/IJREL.2021.7.1.05Keywords:
augmented reality, virtual reality, augmented reality software developer toolkit, software development kit, integrated development environmentAbstract
The paper describes the concept of augmented reality. Based on literature analysis, the authors claim that augmented reality technology enriches human experiences with digital data. The introduction of augmented reality applications and services provides an opportunity to increase the realism of research, while also offering an enhanced emotional and cognitive experience. Therefore, it can be an effective tool for the organization of learning in schools, colleges and universities.
Augmented reality technologies can be interesting as an object of study as well. To do this, scientists need to design, develop and test appropriate methodologies.
This paper explores one of the components of such techniques. The authors analysed several platforms for creating augmented reality applications. Unity, Vuforia and 3d-Studio were chosen for the purpose of analysis. Using them, the authors developed a fragment of the content of education. It contains instructions
for creating an augmented reality application. The paper contains the author’s account of the process of training future teachers of computer science at Ternopil Volodymyr Hnatiuk National Pedagogical University (Ukraine). Based on the conducted study, the authors claim that students showed considerable interest in augmented reality technologies and the content of their training.
References
Amin, D., & Govilkar, S. (2015). Comparative Study of Augmented Reality SDK’S. International Journal on Computational Science & Applications (IJCSA), 5(1), 11–26. Retrieved from https://www.academia.edu/11298832/COMPARATIVE_STUDY_OF_AUGMENTED_REALITY_SDK_S (accessed 25.07.2020)
Balyk, N., Shmyger, G., Vasylenko, Y., Oleksiuk, V., & Skaskiv, A. (2019). STEM-approach to the transformation of pedagogical education. In E. Smyrnova-Trybulska (Ed.), E-Learning and STEM Education, „E-Learning”, 11 (pp. 109–124). Katowice-Cieszyn: Studio Noa for University of Silesia.
Chang, K., & Chen, C. (2015). Design of the Augmented Reality Based Training System to Promote Spatial Visualization Ability for Older Adults. In: R. Shumaker, & S. Lackey (Eds.), Virtual, Augmented and Mixed Reality. VAMR 2015. Lecture Notes in Computer Science, 9179 (pp. 3–12). Cham: Springer. Doi: 10.1007/978-3-319-21067-4_1
Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4. Retrieved from http://uis.unesco.org/sites/default/ files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf (accessed 5.01.2021)
Heather, A. (2018). How augmented reality affects the brain. Zappar, blog post, 24 May. Retrieved from https://www.zappar.com/blog/how-augmented-reality-affects-brain/ (accessed 25.07.2020)
Hruntova, T., Yechkalo, Y., Striuk, A., & Pikilnyak, A. (2018). Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. In Proceedings from 1st International Workshop on Augmented Reality in Education (pp. 33–40). 2 October, Kryvyi Rih, Ukraine. Retrieved from http://ceur-ws.org/Vol-2257/ (accessed 25.07.2020)
Indraprastha, A., & Shinozaki, M. (2009). The investigation on using unity3d game engine in urban design study. Journal of ICT Research and Applications, 3(1), 1–18. Doi: 10.5614/itbj.ict.2009.3.1.1
Kapoor, V., & Naik, P. (2020). Augmented Reality-Enabled Education for Middle Schools. SN Computer Science, 1: 166. Doi: 10.1007/s42979-020-00155-6
Karelov, S. (2000). Virtual reality will be available to everyone. Computer-Press, 8, 16–20. Retrieved from https://compress.ru/article.aspx?id=11485 (accessed 25.07.2020)
Kjellmo, I. (2013). Educational: 3D Design for Mobile Augmented Reality. In: J.C. Anacleto, E.W.G. Clua, F.S.C. da Silva, S. Fels, & H.S. Yang (Eds.), Entertainment Computing – ICEC 2013.
Lecture Notes in Computer Science, 8215 (pp. 200–203). Berlin and Heidelberg: Springer. Doi: 10.1007/978-3-642-41106-9_30
Korenova, L. (2018). Applying QR Codes in Facilitating Mathematics and Informatics Education. International Journal of Research in E-learning, 4(2), 33–44. Doi: 10.31261/IJREL.2018.4.2.03
Levina, L., & Konyukhov, S. (2019). Opportunities of Cospaces Edu to create virtual reality in learning. Information Technologies in Education and Science: a Collection of Scientific Papers, 11, 180–182. Retrieved from http://eprints.mdpu.org.ua/id/eprint /8195/ (accessed 25.07.2020)
Lukashenko, I., & Lutsenko, O. (2016). Psychological aspects of learning in virtual space, a series of psychology. Visnyk V.N. Karazin Kharkiv National University, 60, 40–43. Retrieved from http://nbuv.gov.ua/UJRN/VKhIPC_2016_60_10 (accessed 25.07.2020)
Morze, N., Smyrnova-Trybulska, E., & Boiko, M. (2019). The Impact of Educational Trends on the Digital Competence of Students in Ukraine and Poland. In E. Smyrnova-Trybulska (Ed.), E-Learning and STEM Education, „E-Learning”, 11 (pp. 365–379). Katowice-Cieszyn: Studio Noa for University of Silesia.
New Ukrainian school. Conceptual principles of secondary school reform. Retrieved from https://mon.gov.ua/storage/app/media/zagalna%20serednya/nova-ukrainska-shkola-compressed.pdf (accessed 5.01.2021)
Podkosova, Y., Varlamov, O., Ostroukh, A., & Krasnyansky, M. (2011). Analysis of the prospects of using virtual reality technology in distance learning. Questions of Modern Science and Practice, 2, 104–111. Retrieved from http://vernadsky.tstu.ru/pdf/2011/02/14.pdf (accessed 25.07.2020)
Reflection paper: Towards a Sustainable Europe by 2030. Retrieved from https://ec.europa.eu/commission/sites/beta-political/files/rp_sustainable_europe_30-01_en_web.pdf (accessed 5.01.2021)
Selivanov, V., & Selivanova, L. (2014). Virtual reality as a method and means of learning. Educational Technology and Society, 17(3), 378–382. Retrieved from https://readera.org/virtualnajarealnost-kak-metod-i-sredstvo-obuchenija-14062791 (accessed 25.07.2020)
Selivanov, V., & Selivanova, L. (2015). Efficiency of using virtual reality in teaching in adolescence and adulthood. Continuous education: XXI century, 9(1), 1–20. Retrieved from https://cyberleninka.ru/article/n/effektivnost-ispolzovaniya-virtualnoy-realnosti-pri-obuchenii-vyunosheskom-i-vzroslom-vozraste/viewer (accessed 25.07.2020)
Smyrnova-Trybulska, E. (2019). Evolution of media competences. “Open educational e-environment of modern university” special edition, 77–92. Doi: 10.28925/2414-0325.2019s7
Syrovatskyi, O., Semerikov, S., Modlo, Y., Yechkalo, Y., & Zelinska, S. (2018). Augmented reality software design for educational purposes. In Proceedings of the 1st Student Workshop on Computer Science & Software Engineering (pp. 33–40). 30 November, Kryvyi Rih, Ukraine. Retrieved from http://ceur-ws.org/Vol-2292/ (accessed 25.07.2020)
Tran, T. AR with Vuforia. Retrieved from https://www.academia.edu/7028565/AR_with_Vuforia (accessed 25.07.2020)
Vuforia Engine 9.3 is Available! Vuforia Engine. Developer Portal (2020, July 22). Retrieved from https://developer.vuforia.com/
Downloads
Published
How to Cite
Issue
Section
License
The Copyright Owners of the submitted texts grant the Reader the right to use the pdf documents under the provisions of the Creative Commons 4.0 International License: Attribution-Share-Alike (CC BY SA). The user can copy and redistribute the material in any medium or format and remix, transform, and build upon the material for any purpose.
1. License
The University of Silesia Press provides immediate open access to journal’s content under the Creative Commons BY-SA 4.0 license (http://creativecommons.org/licenses/by-sa/4.0/). Authors who publish with this journal retain all copyrights and agree to the terms of the above-mentioned CC BY-SA 4.0 license.
2. Author’s Warranties
The author warrants that the article is original, written by stated author/s, has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author/s.
If the article contains illustrative material (drawings, photos, graphs, maps), the author declares that the said works are of his authorship, they do not infringe the rights of the third party (including personal rights, i.a. the authorization to reproduce physical likeness) and the author holds exclusive proprietary copyrights. The author publishes the above works as part of the article under the licence "Creative Commons Attribution-ShareAlike 4.0 International".
ATTENTION! When the legal situation of the illustrative material has not been determined and the necessary consent has not been granted by the proprietary copyrights holders, the submitted material will not be accepted for editorial process. At the same time the author takes full responsibility for providing false data (this also regards covering the costs incurred by the University of Silesia Press and financial claims of the third party).
3. User Rights
Under the CC BY-SA 4.0 license, the users are free to share (copy, distribute and transmit the contribution) and adapt (remix, transform, and build upon the material) the article for any purpose, provided they attribute the contribution in the manner specified by the author or licensor.
4. Co-Authorship
If the article was prepared jointly with other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
I hereby declare that in the event of withdrawal of the text from the publishing process or submitting it to another publisher without agreement from the editorial office, I agree to cover all costs incurred by the University of Silesia in connection with my application.
