Unit:
Department of Communication and Media StudiesLibrary of the Faculties of Political Science and Public Administration, Communication and Mass Media Studies, Turkish and Modern Asian Studies, Sociology
Author:
Tomara Panagiota-Marina
Dissertation committee:
Δημήτρης Γκούσκος, Επίκουρος Καθηγητής, Τμήμα Επικοινωνίας και ΜΜΕ, ΕΚΠΑ.
Μιχάλης Μεϊμάρης, Ομότιμος Καθηγητής, Τμήμα Επικοινωνίας και ΜΜΕ, ΕΚΠΑ.
Βασίλης Τσελφές, Ομότιμος Καθηγητής, Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία, ΕΚΠΑ,
Κωνσταντίνος Μουρλάς, Αναπληρωτής Καθηγητής, Τμήμα Επικοινωνίας και ΜΜΕ ΕΚΠΑ.
Δημήτρης Χαρίτος, Αναπληρωτής Καθηγητής, Τμήμα Επικοινωνίας και ΜΜΕ, ΕΚΠΑ.
Μαρία Ραγκούση, Καθηγήτρια, Τμήμα Ηλεκτρολόγων και Ηλεκτρονικών Μηχανικών, Πανεπιστήμιο Δυτικής Αττικής.
Κυπαρισσία Παπανικολάου, Αναπληρώτρια Καθηγήτρια, Παιδαγωγικό Τμήμα Ανώτατη Σχολή Παιδαγωγικής & Τεχνολογικής Εκπαίδευσης.
Original Title:
Σχεδιασμός και ανάπτυξη μαθησιακών εμπειριών Επαυξημένης Πραγματικότητας στη σχολική εκπαίδευση για την παιγνιώδη επικοινωνία και την κατανόηση θεμελιωδών εννοιών και φαινομένων Φυσικής
Translated title:
Design and development of Augmented Reality learning experiences in school education for playful communication and understanding of fundamental concepts and phenomena in Physics
Summary:
In a time when school is experiencing difficulties aligning with students' interests and new ways of obtaining information, there seems to arise a need to seek for new ways to engage students in the learning process, motivate school learning and ultimately, to provide meaningful knowledge. At the same time, technology is constantly coming up with new ways of communicating information and knowledge. In particular, mobile devices appear to possess several features that render them potentially capable of significantly expanding the context in which learning takes place. In addition, mobile learning is increasingly shifting towards Augmented Reality (AR) systems. Particularly when it comes to science teaching, a significant amount of relevant research has already highlighted major benefits.
This dissertation concerns the design and development of digital learning applications that leverage Augmented Reality technology and utilize mobile devices to teach fundamental concepts of Physics. In essence, these applications represent three-dimensional digital learning environments designed for collaborative, exploratory learning in classroom settings whose integration into everyday physics teaching requires only inexpensive, locally available equipment. Furthermore, learning experiences have been organized and implemented in an effort to integrate the above AR learning environments into everyday school physics. Lastly, an empirical research was conducted, with the aim to investigate students’ attitude towards the proposed AR learning approach as well as the degree of students’ motivation and engagement in the learning process.
The results of this research were particularly encouraging, as they provided proof that the introduced AR learning approach is well in line with contemporary students’ interests and modern means of receiving information. In this light, it appears that the AR learning approach presented introduces a new perspective on the process of building scientific physics knowledge, in classroom settings. Therefore, it may be further exploited to enhance students’ involvement in physics learning.
Main subject category:
Social, Political and Economic sciences
Other subject categories:
Education - Sport science
Keywords:
Science, fundamental concepts of Physics, electric forces, motion, force, augmented reality learning environments, augmented reality, mobile devices, exploratory learning, playful learning, experiential learning
Number of references:
180
