Step into a New Dimension with Augmented Reality. Can Augmented Reality (AR) Replicate the Tactile Experience in a Virtual Mathematics Classroom and What Is the Impact on Engagement and Deeper Understanding?

Autor/in	Fakih, Maria
Titel	Step into a New Dimension with Augmented Reality. Can Augmented Reality (AR) Replicate the Tactile Experience in a Virtual Mathematics Classroom and What Is the Impact on Engagement and Deeper Understanding?
Quelle	In: Research in Post-Compulsory Education, 28 (2023) 2, S.226-240 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2023.2206707
Schlagwörter	Computer Simulation; Mathematics Instruction; Telecommunications; Handheld Devices; Geometric Concepts; Secondary Education; Foreign Countries; Distance Education; Adult Education; Instructional Effectiveness; Electronic Learning; COVID-19; Pandemics; United Kingdom (Birmingham) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Mathematics lessons; Mathematikunterricht; Telekommunikationstechnik; Elementare Geometrie; Sekundarbereich; Ausland; Distance study; Distance learning; Fernunterricht; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Unterrichtserfolg
Abstract	The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners' experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01