Hostname: page-component-76fb5796d-dfsvx Total loading time: 0 Render date: 2024-04-26T08:53:36.849Z Has data issue: false hasContentIssue false
  • English
  • Français

ON THE ACTIVATION OF STUDENTS THROUGH AUGMENTED REALITY EXPERIENCES

Published online by Cambridge University Press:  27 July 2021

Mohamed Habib Yengui  and
Carsten Stechert
Mohamed Habib Yengui
Affiliation:
Ostfalia University of Applied Sciences
Carsten Stechert*
Affiliation:
Ostfalia University of Applied Sciences
*
Stechert, Carsten, Ostfalia University of Applied Sciences, Faculty of Mechanical Engineering, Germany, c.stechert@ostfalia.de

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Over the last ten years, several stakeholders from the higher education sector have been involved in the area of student activation. This is due to the fact that, among other things, lecturers can get better feedback from the learners through active learning and thus can make the lecture more goal-oriented. Due to technological progress and currently available learning platforms, interactive methods are often used, which can be carried out with the help of online tools. Among the most commonly used methods are Peer Instruction (PI) and Just in Time Teaching (JiTT).

All kinds of Mixed Reality are increasingly used in industrial and social context, such as product development processes. Through Augmented Reality (AR) technology and the constant availability of powerful mobile devices, 3D-based content can be virtually linked to the real environment. This enables teaching complex content efficiently, which is otherwise difficult to achieve using conventional methods.

This paper shows an example on the creation of an AR-Experience to activate students even in a situation, that prevents attandence learning. The procedure is explained along the design and calculation of a non-switchable clutches within the lecture "machine elements".

Keywords

Augmented Reality (AR)Student ActivationDesign educationVirtual realityDesign learning
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 2307 - 2316
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

References

Azuma, Ronald T. (1997): A Survey of Augmented Reality. In: Presence: Teleoperators & Virtual Environments 6 (4), S. 355–385. https://dx.doi.org/10.1162/pres.1997.6.4.355.Google Scholar
Balzerkiewitz, H.-P.; Stechert, C. (2020): The evolution of virtual reality towards the usage in early design phases. In: Proc. Des. Soc.: Des. Conf. 1, S. 91–100. https://dx.doi.org/10.1017/dsd.2020.159.CrossRefGoogle Scholar
Bauer, Thomas (2019): Peer Instruction als Instrument zur Aktivierung von Studierenden in mathematischen Übungsgruppen. In: Math Semesterber 66 (2), S. 219–241. https://dx.doi.org/10.1007/s00591-018-0225-8.CrossRefGoogle Scholar
Bloom, Benjamin Samuel (1956): Taxonomy of educational objectives. New York, London: McKay; Longman.Google Scholar
Chlebusch, J.; Köhler, I.; Stechert, C. (2020): Reasonable application of augmented reality in engineering education. In: Proc. Des. Soc.: Des. Conf. 1, S. 1677–1686. https://dx.doi.org/10.1017/dsd.2020.62.CrossRefGoogle Scholar
Liarokapis, Fotis et al. (2004): Web3D and augmented reality to support engineering education. Article in World Transactions on Engineering and Technology Education · January 2004, S. 10–14. Online verfügbar unter https://www.researchgate.net/publication/38174320.Google Scholar
Lee, Kangdon (2012): Augmented Reality in Education and Training. In: Techtrends tech trends 56 (2), pp. 13–21. https://dx.doi.org/10.1007/s11528-012-0559-3.CrossRefGoogle Scholar
Marrs, Kathleen A., Novak, Gregor (Hg.) (2004): Just-in-Time Teaching in biology: creating an active learner classroom using the Internet (3).CrossRefGoogle Scholar
Mazur, Eric (1997): Peer Instruction: A User's Manual. Upper Saddle River, NJ: Prentice Hall (67).Google Scholar
Novak, Gregor M. (1999): Just-in-time teaching. Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall (Prentice Hall series in educational innovation).Google Scholar
Waldherr, Franz; Walter, Claudia (2014): Didaktisch und praktisch. Ideen und Methoden für die Hochschullehre. Zweiten Auflage. Stuttgart [Germany]: Schäffer-Poeschel Verlag.Google Scholar
Wolf, Kathrin; Nissler, Antje; Eich-Soellner, Edda; Fischer, Rainer (2014): Mitmachen erwünscht - aktivierende Lehre mit Peer Instruction und Just-in-Time Teaching. In: ZFHE 9 (4). https://dx.doi.org/10.3217/zfhe-9-04/09.CrossRefGoogle Scholar