Skip to main content
SpringerLink
Log in

Designing Learning Activities Using Different Augmented Reality Applications for Different Learning Subjects for Elementary Students

  • Chapter
  • First Online:
Learning in a Digital World

Part of the book series: Smart Computing and Intelligence ((SMCOMINT))

Abstract

The application of augmented reality in the field of education is increasing in popularity due to its unique characteristic of embedding digital information into the real-life environment. With better simulation and presentation, this had improved students’ engagement in the learning process, resulting in a better learning experience and learning performance for students. In this chapter, two research involved in applying and designing different augmented reality applications in different learning subjects for elementary school students are presented (i.e., science and cultural study). These two research utilized different approaches in terms of pedagogy and augmented reality application design to fulfil the requirement for different learning subjects. A discussion on the benefits of each augmented reality application designed for each learning subject is shared, along with the shortcomings and improvements that could be done to further improve each application’s design. With the collaboration with elementary schoolteachers throughout these two research, a discussion on key items in the process of selecting the usage of different augmented reality applications in designing learning activities for different learning subjects is also discussed in the chapter.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ann Haefner, L., & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653–1674.

    Article  Google Scholar 

  • Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.

    Article  Google Scholar 

  • Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk, (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.

    Google Scholar 

  • Brown, F. A. (2008). Collaborative learning in the EAP classroom: Students’ perceptions. ESP World, 17(7), 1–18.

    Google Scholar 

  • Brown, D., & Warschauer, M. (2006). From the university to the elementary classroom: Students’ experiences in learning to integrate technology in instruction. Journal of Technology and Teacher Education, 14(3), 599–621.

    Google Scholar 

  • Capdeferro, N., & Romero, M. (2012). Are online students frustrated with collaborative learning experiences? The International Review of Research in Open and Distributed Learning, 13(2), 26–44.

    Article  Google Scholar 

  • Chen, H. T., Wang, H. H., Lu, Y. Y., Lin, H. S., & Hong, Z. R. (2016). Using a modified argument-driven inquiry to promote elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191.

    Google Scholar 

  • Chew, S. W., Lin, I.-H., Huang, Y.-C., Kinshuk, & Chen, N.-S. (2017a). Collaborative learning in elementary science supported by learning by inquiry and augmented reality. In Proceedings of the 25th International Conference on Computers in Education (pp. 240–242). New Zealand: Asia-Pacific Society for Computers in Education.

    Google Scholar 

  • Chew, S. W., Lin, I.-H., Huang, Y.-C., & Chen, N.-S. (2017b). Cultivating interest in history and culture using augmented reality for elementary students. In Workshop Proceedings of the 25th International Conference on Computers in Education (pp. 235–246). New Zealand: Asia-Pacific Society for Computers in Education.

    Google Scholar 

  • Chew, S. W., Cheng, I. L., Kinshuk, & Chen, N. S. (2018). Exploring challenges faced by different stakeholders while implementing educational technology in classrooms through expert interviews. Journal of Computers in Education. https://doi.org/10.1007/s40692-018-0102-4.

    Article  Google Scholar 

  • Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352–365.

    Google Scholar 

  • Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science courses. Computers & Education, 55(4), 1618–1627.

    Google Scholar 

  • Dillenbourg, P. (1999). What do you mean by collaborative learning? Collaborative-learning: Cognitive and computational approaches, 1 (pp. 1–15).

    Google Scholar 

  • Dawley, L., & Dede, C. (2014). Situated learning in virtual worlds and immersive simulations. In Handbook of research on educational communications and technology (pp. 723–734). New York, NY: Springer.

    Google Scholar 

  • Engeln, K., Mikelskis-Seifert, S., & Euler, M. (2014). Inquiry-based mathematics and science education across Europe: A synopsis of various approaches and their potentials. In Topics and trends in current science education (pp. 229–242). https://doi.org/10.1007/978-94-007-7281-6_14.

    Google Scholar 

  • Hsu, Y. S., Chang, H. Y., Fang, S. C., & Wu, H. K. (2015). Developing technology-infused inquiry learning modules to promote science learning in Taiwan. In Science education in East Asia (pp. 373–403). https://doi.org/10.1007/978-3-319-16390-1_15.

    Chapter  Google Scholar 

  • Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students’ inquiry-based learning performance in social studies courses. Computers & Education, 81, 13–25.

    Article  Google Scholar 

  • Hwang, G.-J., Wu, P.-H., Chen, C.-C., & Tu, N.-T. (2016). Effects of an augmented reality-based educational game on students’ learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895–1906.

    Article  Google Scholar 

  • ITS Training Services. (2014). Five basic elements of cooperative learning. Retrieved from http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning4.html.

  • Kay, K., & Greenhill, V. (2011). Twenty-first century students need 21st century skills. In Bringing schools into the 21st century (pp. 41–65). Netherlands: Springer.

    Google Scholar 

  • Kinshuk, Chen, N. S., Cheng, I. L., & Chew, S. W. (2016). Evolution is not enough: Revolutionizing current learning environments to smart learning environments. International Journal of Artificial Intelligence in Education, 26(2), 561–581.

    Google Scholar 

  • Laal, M. (2013). Collaborative learning; elements. Procedia-Social and Behavioral Sciences, 83, 814–818.

    Article  Google Scholar 

  • Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718.

    Article  Google Scholar 

  • Lu, S.-J., & Liu, Y.-C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4), 525–541.

    Article  Google Scholar 

  • Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761.

    Article  Google Scholar 

  • Mishra, P., & Kereluik, K. (2011, March). What 21st century learning? A review and a synthesis. In SITE Conference (pp. 5–236).

    Google Scholar 

  • Roussou, M. (2004). Learning by doing and learning through play: An exploration of interactivity in virtual environments for children. Computers in Entertainment (CIE), 2(1), 10.

    Article  Google Scholar 

  • Santos, M. E. C., Taketomi, T., Yamamoto, G., Rodrigo, M. M. T., Sandor, C., & Kato, H. (2016). Augmented reality as multimedia: The case for situated vocabulary learning. Research and Practice in Technology Enhanced Learning, 11(1), 4.

    Article  Google Scholar 

  • Smith, B. L., & MacGregor, J. T. (1992). What is collaborative learning? In Collaborative learning: A sourcebook for higher education (pp. 10–30). University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment.

    Google Scholar 

  • Sung, H. Y., & Hwang, G. J. (2013). A Collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 43–51.

    Article  Google Scholar 

  • Tamir, P. (1990). Considering the role of invitations to inquiry in science teaching and in teacher education. Journal of Science Teacher Education, 1(3), 41–45.

    Article  Google Scholar 

  • Tarhan, L., Ayyıldız, Y., Ogunc, A., & Sesen, B. A. (2013). A Jigsaw cooperative learning application in elementary science and technology lessons: Physical and chemical changes. Research in Science & Technological Education, 31(2), 184–203.

    Article  Google Scholar 

  • van Dijk, A. M., Gijlers, H., & Weinberger, A. (2014). Scripted collaborative drawing in elementary science education. Instructional Science, 42(3), 353–372.

    Article  Google Scholar 

Download references

Acknowledgements

This work was supported by the Intelligent Electronic Commerce Research Center from The Featured Areas Research Center Program within the framework of the Higher Education Sprout Project by the Ministry of Education (MOE) in Taiwan.

Author information

Authors and Affiliations

  1. Department of Information Management, National Sun Yat-Sen University, Kaohsiung, Taiwan

    Sie Wai Chew

  2. Department of Applied Foreign Languages, National Yunlin University of Science and Technology, Douliu, Taiwan

    Nian-Shing Chen

Authors
  1. Sie Wai Chew
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nian-Shing Chen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nian-Shing Chen .

Editor information

Editors and Affiliations

  1. Carlos III University of Madrid , Leganés, Spain

    Paloma Díaz

  2. Cyprus University of Technology , Lemesos, Cyprus

    Andri Ioannou

  3. Centre for Educational Technology, Indian Institute of Technology, Kharagpur, India

    Kaushal Kumar Bhagat

  4. University of North Texas , Denton, TX, USA

    J. Michael Spector

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Chew, S.W., Chen, NS. (2019). Designing Learning Activities Using Different Augmented Reality Applications for Different Learning Subjects for Elementary Students. In: Díaz, P., Ioannou, A., Bhagat, K., Spector, J. (eds) Learning in a Digital World. Smart Computing and Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-13-8265-9_12

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-8265-9_12

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-8264-2

  • Online ISBN: 978-981-13-8265-9

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation