Hostname: page-component-84b7d79bbc-lrf7s Total loading time: 0 Render date: 2024-07-26T15:57:02.107Z Has data issue: false hasContentIssue false
  • English
  • Français

SUPPORTING STUDENT LABORATORY EXPERIMENTS WITH AUGMENTED REALITY EXPERIENCE

Published online by Cambridge University Press:  19 June 2023

Jona Hallmann ,
Carsten Stechert  and
Syed Imad-Uddin Ahmed
Jona Hallmann
Affiliation:
Ostfalia University of Applied Sciences
Carsten Stechert*
Affiliation:
Ostfalia University of Applied Sciences
Syed Imad-Uddin Ahmed
Affiliation:
Ostfalia University of Applied Sciences
*
Stechert, Carsten, Ostfalia University of Applied Sciences, 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.

The large availability of powerful mobile devices, such as smartphones or tablets, enables the location-independent use of augmented reality (AR) technology for various application areas with considerable added value. For example, AR experiences can be used to support students in laboratory courses during experiment preparation and execution to ensure a safe process and significantly improve the learning success. In addition, digital learning success controls can be realized with the extension of a database connection. In this paper, an AR-experience for the experiment of standing transverse and longitudinal waves is developed for the laboratory course of experimental physics. Finally, the effectiveness is tested with an evaluation by the students.

Keywords

EducationEvaluationCase study
Type
Article
Information
Proceedings of the Design Society , Volume 3: ICED23 , July 2023 , pp. 3235 - 3244
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), 2023. Published by Cambridge University Press

References

Alvarez-Marin, A., Velazquez-Iturbide, J. A. (2021), Augmented Reality and Engineering Education: A Systematic Review, In: IEEE Transactions on Learning Technologies. https://doi.org/10.1109/tlt.2022.3144356Google Scholar
Arnold, J., Sorge, S., Graulich, N., Kubsch, M. (2021), Lehrkräftebildung neu gedacht, Waxmann, Münster, pp. 237–242. https://doi.org/10.31244/9783830993490Google Scholar
Azuma, R. (1997), A Survey of Augmented Reality, In Presence: Teleoperators and Virtual Environments 6 (4), pp. 355–385. https://doi.org/10.1162/pres.1997.6.4.355CrossRefGoogle Scholar
Bloom, B.S. (1956), Taxonomy of Educational Objectives, Handbook: The Cognitive Domain, David McKay, New York.Google Scholar
Chlebusch, J., Köhler, I., Stechert, C. (2020), Reasonable application of augmented reality in engineering education. In Presence: International Design Conference - Design 2020, pp. 1677–1686. https://dx.doi.org/10.1017/dsd.2020.62CrossRefGoogle Scholar
Chu, Yih Bing (2022), A mobile augmented reality system to conduct electrical machines laboratory for undergraduate engineering students during the COVID pandemic. Educ Inf Technol 27, 8519–8532. https://doi.org/10.1007/s10639-022-10987-9CrossRefGoogle Scholar
Doerner, R., Broll, W., Grimm, P., Jung, B. (2022), Virtual and Augmented Reality (VR/AR) – Foundations and Methods of Extended Realities (XR), Springer International Publishing. https://doi.org/10.1007/978-3-030-79062-2CrossRefGoogle Scholar
Grothus, A., Thesing, T., Feldmann, C. (2021), Digitale Geschäftsmodell-Innovationen mit Augmented Reality und Virtual Reality, Springer Gabler, Heidelberg. https://doi.org/10.1007/978-3-662-63746-3Google Scholar
Hamadou, M., Jahn, D., Weidenhausen, J. (2004), ARVIKA – Augmented Reality for Development, Production and Service, i-com. https://doi.org/10.1524/icom.2002.1.2.004Google Scholar
Hanafi, A., Elaachak, L., Bouhorma, M. (2020), Augmented Reality Application in Laboratories and Learning Procedures, In Book: Innovations in Smart Cities Applications Edition 3, pp.157–167. https://doi.org/10.1007/978-3-030-37629-1_13CrossRefGoogle Scholar
Hsu, C.-Y., Chen, M.-W., Wu, C.-C. (2015), Teaching high school computer science with videos of historical figures-An augmented reality approach, In: IEEE International Conference on Learning and Teaching in Computing and Engineering. https://doi.org/10.1109/latice.2015.30Google Scholar
Lang, M., Müller, M. (2020), Von Augmented Reality bis KI - Die wichtigsten IT-Themen, die Sie für Ihr Unternehmen kennen müssen, Hanser, München. https://doi.org/10.3139/9783446464353Google Scholar
Milgram, P., Takemura, H., Utsumi, A., Fumio, K. (1994), Augmented Reality: A class of displays on the reality-virtuality continuum, In: Presence: Telemanipulator and Telepresence Technologies, Vol. 2351. https://doi.org/10.1117/12.197321Google Scholar
Novacek, P. (2017), Exploration of a Confidence-Based Assessment Tool within an Aviation Training Program, In Presence: The Journal of Aviation/Aerospace Education and Research. https://doi.org/10.15394/jaaer.2017.1717Google Scholar
Orsolits, H., Lackner, M. (2020), Virtual Reality und Augmented Reality in der Digitalen Produktion, Springer Gabler, Heidelberg. https://doi.org/10.1007/978-3-658-29009-2Google Scholar
Tipler, P., Mosca, G. (2019), Physik - Für Studierende der Naturwissenschaften und Technik, Springer Spektrum, Berlin. https://doi.org/10.1007/978-3-662-58281-7Google Scholar
Yengui, M. H., Stechert, C. (2021), On the Activation of Students through Augmented Reality Experiences, In: Proceedings of the Design Society 1, Cambridge University Press, pp. 2307–2316. https://doi.org/10.1017/pds.2021.492CrossRefGoogle Scholar