The Use of Augmented Reality In The Classroom

The Use of Augmented Reality In The Classroom

Applied Technology High School, UAQ, U.A.E

Hadeel Zaki Khalil Daoud

Salma Ahmed

Ted Carryl

Aya Hasan

Maria Sondos

Shanon Dawn

1. INTRODUCTION:   

 
 

The aim of this study was to improve the comprehension levels of high school ESL students in the United Arab Emirates. Many instructors have reported difficulties with their ESL students' comprehension and as a result, these students struggle with participation, assignments, work quality, and following written instructions in English. To help these students overcome these challenges, the researchers explored effective ways to increase student engagement in all English academic subjects. After surveying the ESL high school students, it was found that they needed more control over the pace of their learning due to their limited English proficiency. To give them more autonomy, the students requested the use of augmented reality in their lesson presentations. By incorporating augmented reality/3D models, the students can have a more immersive learning experience. Software such as Apple Pages and Microsoft PowerPoint can support the use of augmented reality/3D models in these lesson presentations. 

 

2. RESEARCH AIM   

 
 

Could the use of iPad applications for Augmented Reality/3D Models (Ar/3Dm) improve the participation levels and quality of work of ESL students? Ar/3Dm refers to digital content that can be accessed through computer-based devices like iPads, providing students with the ability to listen, view, manipulate, interact, and simulate academic content with the freedom to rewind, re-watch, re-manipulate, and re-simulate such content as many times as needed. As English instructors, we often observe the difficulties ESL students face in their learning. These struggles are not due to a lack of interest or avoidance of learning, but rather the challenge of understanding the meaning behind many of the terms and concepts in their English medium core subjects. 

 

3. LITERATURE REVIEW   

  

Several articles have examined the use of augmented reality (AR) as a teaching tool in education, including studies by Molnár, Szűts, and Biró (2018), Osuna et al. (2019), Barrow et al. (2019), and Tzima, Styliaras, and Bassounas (2019). The use of digital technologies, specifically AR, is crucial in preparing new professionals, as noted in the study by Iatsyshyn et al. (2020). Nurbekova and Baigusheva (2020) found that incorporating digital educational resources with AR as a didactic tool enhances the learning process by making the material more engaging, easier to understand, and by better revealing theoretical concepts. Furthermore, experimental studies demonstrate that the use of augmented reality adheres to traditional didactic principles, including visibility, connecting theory to practice, promoting consciousness and activity, accessibility, strength, science, system, and consistency. 

AR technology has shown great potential in the field of education, especially in the context of the COVID-19 pandemic. Timovski, Koceska, and Koceski (2020) suggest that AR technology can aid students and support educators in the learning process due to its variety and interactivity of visual presentation of educational objects. Oleksiuk and Oleksiuk (2020) also found success in using AR in education, as it increases motivation to learn and the level of mastering the material, giving learning a new dimension. Marienko, Nosenko, and Shyshkina (2020) consider the latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work. 

AR technology can be integrated with appropriate learning strategies for interactive learning, game-based learning, collaborative learning, and experiential learning, as identified by Hanid, Said, and Yahaya (2020). Nurbekova and Baigusheva (2020) found that the application of AR in education has diverse advantages, such as an increase in interest towards learning, a high level of comprehension and permanency in learning, high learning achievements, laboratory skills improvements, a positive attitude of students towards laboratory work, effective improvement of visual thinking skills, and greater students' enthusiasm. 

Guntur et al. (2020) suggest that the use of AR technology in class learning has the potential to improve learning outcomes of spatial abilities, student motivation, problem-solving abilities, and student achievement. Nechypurenko et al. (2018) found that AR technologies are actively used in chemistry education. Their effectiveness has been proven, specifically for 3D visualization of the structure of atoms, molecules, and crystalline lattices. 

AR technology can also facilitate the study of mathematics, anatomy, physics, chemistry, architecture, and other fields, according to Pochtoviuk, Vakaliuk, and Pikilnyak (2020). In the study of anatomy, AR can provide visual effects and information on organs and bones, and show the result of surgical intervention or medicinal preparation in a group of organisms without causing harm to a living organism. In science education, AR can be used for virtual experimentation, while in architectural studies, it can provide a real-time AR visualization service for architectural models. 

 

 

4. METHODOLOGY   

 
 

We conducted a study to assess the impact of Augmented Reality/3D Models (Ar/3Dm) on the information comprehension of our high school students who were learning English as a second language. The study spanned several weeks and involved over 100 students from four classrooms. In each session, the class was randomly divided into two groups, one using Ar/3Dm resources and the other using non-Ar/3Dm resources. We varied the content to ensure accurate assessment of the effects of Ar/3Dm across grade levels. The independent learning sessions covered the human skeletal system, the human heart, and the human eye, and consisted of both Ar/3Dm and non-Ar/3Dm resources. The Ar/3Dm resources allowed students to manipulate human organs by rotating them 360 degrees, while the non-Ar/3Dm resources only provided 2D images. Each session lasted 10 minutes, followed by 10 minutes of assessment questions. The teacher's role was limited to ensuring access to the resources. Students used their iPads to access the learning content and assessment questions. Microsoft Forms was used for assessment questions and surveys. We collected pre- and post-intervention surveys from teachers and conducted interviews with students to determine the qualitative and quantitative effects of Ar/3Dm. Students who used Ar/3Dm resources showed improved performance in their assessments. We also compared the assessment data of students who used Ar/3Dm resources with those who used non-Ar/3Dm resources. Before the intervention, we asked students about the digital resources they wanted, and after the intervention, we asked them about their learning experience and comprehension. 

 

KEY FINDINGS/RESULTS  

 
 

After implementing the intervention plan, we administered a second survey to the teachers, using the same questions as before, in order to evaluate the impact of Augmented Reality/3D Models (Ar/3Dm) on their students' academic performance. We then held a discussion to discuss the challenges we encountered while implementing Ar/3Dm in our classrooms. The following is a summary of our findings: 

A. According to the survey data, most teachers reported an improvement in the following areas: 1. comprehension levels of students in English, 2. participation levels in class, and 3. assessment performance levels. 

B. Ar/3Dm provided students with the ability to control the pace of their learning, but we were concerned about students becoming overly reliant on this tool. Therefore, we decided that it should be used intermittently, rather than constantly. We believe that Ar/3Dm would be particularly beneficial for students with Individual Learning Plans. We also discovered that it helped students to pronounce scientific terminology correctly. 

C. One major problem we encountered when implementing Ar/3Dm was our overreliance on Apple Pages. To overcome issues such as device incompatibility and malfunctions that could disrupt the learning process, Ar/3Dm should be accessible through a variety of software platforms, such as Microsoft PowerPoint and Word. 

D. Like any tool, Ar/3Dm has its biases, and how teachers use it can exacerbate or mitigate these biases. Therefore, we believe that teachers should design such resources to reflect the needs, learning styles, and challenges of their students, in order to extract reliable and unbiased data that accurately assesses the effectiveness of Ar/3Dm as a learning resource. This can only be achieved if teachers have classified their students into learning groups based on their learning styles, needs, and challenges, as identified from previously collected data. 

 

To identify patterns or trends, we compared the assessment results of students who used Ar/3Dm learning resources for independent learning with those who used non-Ar/3Dm resources. A summary of our findings is as follows: 

A. On average, students who used Ar/3Dm learning resources scored nearly 20% higher on assessments than those who used non-Ar/3Dm resources. 

B. Students who used Ar/3Dm learning resources experienced a greater increase in comprehension and content understanding compared to their peers who used non-Ar/3Dm resources. 

 

The summary of interviews conducted with students who utilized Ar/3Dm learning resources reveals that these resources have had a positive impact on their learning. Specifically, students reported being able to extract information more quickly and improve their understanding of the material. This faster retrieval of information has resulted in increased participation in class discussions and faster Q&A response times. Students also reported feeling less dependent on teachers for help and information, and that they have a greater sense of ownership over their own learning. 

  

5. CONCLUSION  

 
 

This study confirms that Augmented Reality/3D Models (Ar/3Dm) are an effective learning tool that improves the comprehension and academic performance of ESL high school students. It encourages independent study skills and reduces students' reliance on their teacher as the primary source of information in the classroom. By allowing students to extract information from the learning resources quickly and easily, Ar/3Dm enhances their confidence to participate in Q&A sessions. As students become more confident and autonomous, teachers have more time to create engaging activities and hold in-depth discussions instead of directing students to sources of information or repeating previously taught content. As technology continues to play a crucial role in education, Ar/3Dm provides a versatile tool that can support the diverse needs of students, particularly ESL students. Ar/3Dm has the potential to encompass an expanding range of multimedia learning resources and adapt to the changing needs of students in the future.  

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Citation  

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