16 SES 09 B, Augmented Reality
In this paper we investigate the potential of combination of two methods: augmented reality and digital storytelling.
Advantages of digital storytelling in education is well-known. There are several studies examined its applicability and gave an account of successful implementations in classroom environments and some different projects (Feher, 2008; Banaszewski, T. 2009; Di Blas, et al. ,2010; Di Blas-Ferrari, 2014). Results of Di Blas et al. reinforce the view that „that students do achieve a number of benefits, both direct (i.e., curricular, traditional…) and indirect (i.e.., non-curricular, non-traditional, like, for example, a professional attitude).
Digital storytelling supports deep learning and constructivist learning methods as well (Barett, 2006).
While digital storytelling as a method is more than 20 years old, there is a growing attention for new augmented reality applications in educational settings between researchers as well as teachers and students. (Augmented reality applications are widely spread in different areas engineering, computer games, military, medical applications, or PR-environments, however educational applications are in their’s infancy. (Dunlevy, 2014; Dunlevy-Dede, 2014)
According to Azuma (1997) "Augmented Reality allows the user to see the real world, with virtual objects superimposed upon or composited with the real world. Therefore, AR supplements reality, rather than completelyreplacing it. Ideally, it would appear to the user that the virtual and real objects coexisted in the same space..."
There are several types of AR existing:
marker-based (QR-code for example)
In our project we have used mainly marker-based implementations.
Bozkurt (2016) identified several education and learning objectives with the use of mobile augmented reality. One of them is similar from our purposes: "Engage, stimulate, and motivate students to explore class materials from a variety of differing perspectives".
The aims of our research were
to identify the benefits of mixing methods for purpose of supporting constructivist learning approach;
to identify the benefits of using AR in different subjects;
to find out how to implement a combination of digital storytelling and Augmented reality in real classroom situations, with different age groups of primary school students.
The research framework of study was build of action research principles (O'Brien, R. 2001) and constructivist learning.
Our mixed method could be an ideal way for self-expression of students and help them to communicate with others in international projects (for example E-twinning). They will be able to communicate and collaborate with pupils all around Europe with the language of digital storytelling.
Azuma, R. T. (1997). A survey of augmented reality. Presence (Cambridge, Mass.), 6(4), 355–385. doi:10.1162/pres.19126.96.36.1995 Banaszewski, T. (2009): Digital Storytelling Finds Its Place in the Classroom, Multimedia Schools,January/February Barrett, H. (2006). Researching and Evaluating Digital Storytelling as a Deep Learning Tool. In: Proceedings of the Society for Information Technology and Teacher Education Conference. Available: http://electronicportfolios.com/portfolios/SITEStorytelling2006.pdf (Accessed: 10/05/2016) Bozkurt, A. (2016): Augmented reality with mobile and ubiquitous learning: immersive, enriched, situated, and seamless learning experiences. In: Ebner, M. - Nihat, S. (2016): Digital Tools for Seamless Learning (Advances in Educational Technologies and Instructional Design), IGI Global, 27-41. p. Di Blas, N. – Paolini, P. – Sabiescu, A.(2010): Collective digital storytelling at school as a whole-class interaction. In: Proceedings of the 9th international Conference on Interaction Design and Children. IDC’10. ACM, NY, 11–19. p. Di Blas, N. and Ferrari, L.(2014):Digital storytelling at school: what kind of educational benefits?, International Journal of Arts and Technology, Vol. 7, No. 1, 38–54. p. Dunleavy, M. (2014): Design Principles for Augmented Reality Learning. TechTrends, volume 58, 1. 28-34. p. Dunleavy, M. - Dede, C. (2014). Augmented reality teaching and learning. In: J.M. Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.), The Handbook of Research for Educational Communications and Technology (4th ed.). New York: Springer. Feher, P. (2008): Towards effective student-centered, constructivist learning: Build Your Own Digital Story! (A Hungarian Case Study) In: Joseph Luca; Edgar R Weippl (szerk.), Proceedings of ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna: Association for the Advancement of Computing in Education, 2364–2367. p. Feher P., Aknai D. O., Czekman B. (2016): Digitális történetek és a kiterjesztett valóság a „Digitális mesefal” projektben, (Digital stories and augmented reality in the "Digital storywall" project. In: Lepeš, J, - Czékus, G. - Borsos E. (eds.): Book of Selected Papers: X. International Scientific Conference, V. International Methodological Conference, III. ICT in Education Conference. 488 p. University of Novi Sad, Hungarian Language Teacher Training Faculty, Subotica, Serbia, 2016. 375-381. p. (in Hungarian) Available: http://magister.uns.ac.rs/files/JubConf2016MTTK.pdf (Accessed: 12/1/2017) O'Brien, R. (2001). Um exame da abordagem metodológica da pesquisa ação [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prática da Pesquisa Ação [Theory and Practice of Action Research]. João Pessoa, Brazil: Universidade Federal da Paraíba. (English version) Available: http://www.web.ca/~robrien/papers/arfinal.html (Accessed 20/1/2002)
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