2 Feb 2024

RIS info

TY  - JOUR

AB  - As demands on the environment continue to intensify, it becomes increasingly urgent to act sustainably, responsibly and respectfully, to protect and restore environments. Digital technologies, including videoconferencing, mobile apps and virtual and augmented realities, can provide new ways of engaging students in environmental stewardship. Such technologies can pique student interest, while enabling them to capture experiences of local and distal environments, to collect data and share their findings with broader audiences. This article critically explores innovative, formal and informal learning practices in experiential environmental education approaches among schools, families and communities, such as citizen science projects. It draws on qualitative case study vignettes, as well as the authors' previous work and broader literature, to consider the potential and limitations of such technologies and approaches. The key question concerns how existing and emerging technologies might serve as bridges or barriers to apprenticing young people into globally-minded, environmentally responsible and respectful behaviours. © 2019 by the authors.

AU  - Buchanan, J

AU  - Pressick-Kilborn, K

AU  - Maher, D

DO  - 10.29333/ejmste/100639

IS  - 2

KW  - Authentic pedagogies

KW  - Citizen science

KW  - Digital technologies

KW  - Learner engagement and interest

KW  - Primary school environmental sustainability education

PB  - Modestum LTD

PY  - 2019

TI  - Promoting environmental education for primary school-aged students using digital technologies

T2  - Eurasia Journal of Mathematics, Science and Technology Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85059523759&doi=10.29333%2fejmste%2f100639&partnerID=40&md5=e9ee44c5e6375caeffe7d5f75f253091

VL  - 15

ER  -

TY  - JOUR

AB  - This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth-grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation.

AU  - Erbas, Cagdas

AU  - Demirer, Veysel

DA  - 2019/6//

DO  - 10.1111/jcal.12350

IS  - 3

KW  - academic achievement

KW  - augmented reality

KW  - biology course

KW  - motivation

PB  - Blackwell Publishing Ltd

PY  - 2019

SP  - 450

EP  - 458

TI  - The effects of augmented reality on students' academic achievement and motivation in a biology course

T2  - Journal of Computer Assisted Learning

VL  - 35

ER  -

TY  - JOUR

AB  - Smartphones with mobile applications have become part of everyday life, as they transformed the ways people manage their tasks. Many fields and sectors are using mobile applications to facilitate their services. Education is an important field that can utilize the various features of mobile applications to assist students and educators. Students are learning several subjects and concepts in schools, including biology. With traditional teaching methods, students may face difficulties in grasping knowledge about human anatomy. This can affect the teaching effectiveness, students' learning process, their engagement in class, and their academic performance. To take full advantage of the technological tools available in the market and to improve teaching effectiveness in the biology field, this paper proposes an Augmented Reality Anatomy mobile application (ARA for short). With ARA, students can learn about human anatomy and organs using augmented reality technology. Among the interesting features of ARA are: Visualizing human anatomy as 3D models, examining the different human organs, controlling their visibility, recognizing drawings of organs, learning about each organ structure, function, and how to keep it healthy, and taking pictures and sharing them using social media platforms. More importantly, the proposed application enables the visualization of human anatomy without resorting to the marker tracking method. To evaluate the usefulness and the usability of the proposed application, the latter has been tested with students at the Genius Kids Center in Abu Dhabi, UAE. Positive feedback has been received from students who have enjoyed learning and interacting with human anatomy.

AU  - Loucif, Samia

AU  - Al-Rajab, Murad

AU  - Salem, Reem

AU  - Hesham, Abdullah

AU  - Mahely, Doaa

AU  - Ajlouni, Mhd Alaa

DO  - 10.12785/ijcds/080606

IS  - 6

KW  - Anatomy

KW  - Apps

KW  - Augmented Reality

KW  - Biology

KW  - Education

KW  - Smartphones

PB  - University of Bahrain

PY  - 2019

SP  - 589

EP  - 596

TI  - Learning human anatomy using ARA mobile application

T2  - International Journal of Computing and Digital Systems

VL  - 8

ER  -

TY  - JOUR

AB  - New technologies with a modern method of teaching must be implemented in university studies, and an important part is teacher training study. These technologies make study more attractive for students and bring greater motivation to an understanding of notions. The main focus of this study is visualisation in science and engineering education using augmented reality in the context of biology education based on constructivist and constructionist concepts. We present in our contribution augmented reality technology as a part of using mobile technologies in biology education for future primary school teachers. The study is focused on perception of this method by future primary teachers who will teach biology as one of the areas of primary education and who were also the subjects of the research. We also mention two already existing biology-themed augmented reality applications, which appear to be interesting, enhancing and beneficial in the context of biology education. The findings of the study confirmed, using this method, that the students' understanding was deeper, their motivation was greater, and, last but not least, their creativity was strongly supported. The students were motivated by the new method, they cooperated very well and learning was constructive.

AU  - Fuchsova, Maria

AU  - Korenova, Lilla

DA  - 2019/3//

DO  - 10.13187/ejced.2019.1.92

IS  - 1

KW  - Anatomy

KW  - Augmented reality

KW  - Constructionism

KW  - Constructivism

KW  - Digital technology

KW  - Pre-service teachers

KW  - Primary level of education

KW  - Teacher training

KW  - Visualisation

PB  - Cherkas Global University Press

PY  - 2019

SP  - 92

EP  - 102

TI  - Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality

T2  - European Journal of Contemporary Education

VL  - 8

ER  -

TY  - JOUR

AB  - Training in biology, pharmacy and medicine are essential in laboratory medicine in faculty and especially with recent residency modifications. Active learning improves critical thinking and is an essential component of health education. Interactive assessment systems for the interactive participation of students have emerged. Recently, many offers of audience response system (ARS) accessible by personal electronic devices such as smartphone, tablet or computer are available. These systems seem to be an effective teaching innovation according to students.We aimed to evaluate three pedagogical tools during real school lectures in order to be able to select them according to the needs: Votar, Socrative and Wooclap. Methods: Three connected participation tools will be tested during teaching at Lille University, faculty of pharmacy by 3 different teachers. 75 fifth-year pharmacy students divided into 2 groups of students will have attended at least one session using each of the systems studied. After lessons, an online questionnaire with 9 questions was submitted to students on their interest in each system. Questions measured student perception using a 1 to 10 scale. Results and discussion: 62 of 75 students completed online surveys and were included in the study. According students, ARS by smartphone or computer improve their education. Favorite application seems to be Socrative and Wooclap. This study provides student perception comparison of ARS. To complete, additional studies are needed to establish their efficacy after several month.

AU  - Grzych, Guillaume

AU  - Schraen-Maschke, Susanna

DO  - 10.1684/abc.2019.1464

IS  - 4

KW  - Active learning

KW  - Apprentissage actif

KW  - Audience response system

KW  - Interactive pedagogy

KW  - Online tools

KW  - Outils en ligne

KW  - Perception des étudiants

KW  - Pédagogie interactive

KW  - Student perception

KW  - Système de réponse d'audience

PB  - John Libbey Eurotext

PY  - 2019

SP  - 429

EP  - 435

TI  - Interactive pedagogic tools: Evaluation of three assessment systems in medical education

T2  - Annales de Biologie Clinique

VL  - 77

ER  -

TY  - JOUR

AB  - Teaching the processes of transcription and translation is challenging due to the intangibility of these concepts and a lack of instructional, laboratory-based, active learning modules. Harnessing the genetic code in vitro with cell-free protein synthesis (CFPS) provides an open platform that allows for the direct manipulation of reaction conditions and biological machinery to enable inquiry-based learning. Here, we report our efforts to transform the research-based CFPS biotechnology into a hands-on module called the “Genetic Code Kit” for implementation into teaching laboratories. The Genetic Code Kit includes all reagents necessary for CFPS, as well as a laboratory manual, student worksheet, and augmented reality activity. This module allows students to actively explore transcription and translation while gaining exposure to an emerging research technology. In our testing of this module, undergraduate students who used the Genetic Code Kit in a teaching laboratory showed significant score increases on transcription and translation questions in a post-lab questionnaire compared with students who did not participate in the activity. Students also demonstrated an increase in self-reported confidence in laboratory methods and comfort with CFPS, indicating that this module helps prepare students for careers in laboratory research. Importantly, the Genetic Code Kit can accommodate a variety of learning objectives beyond transcription and translation and enables hypothesis-driven science. This opens the possibility of developing Course-Based Undergraduate Research Experiences (CUREs) based on the Genetic Code Kit, as well as supporting next-generation science standards in 8–12th grade science courses. © Copyright © 2020 Williams, Gregorio, So, Kao, Kiste, Patel, Watts and Oza.

AU  - Williams, L C

AU  - Gregorio, N E

AU  - So, B

AU  - Kao, W Y

AU  - Kiste, A L

AU  - Patel, P A

AU  - Watts, K R

AU  - Oza, J P

DO  - 10.3389/fbioe.2020.00941

KW  - Augmented reality

KW  - Biosynthesis

KW  - Biotechnology

KW  - Cell free protein synthesis

KW  - Curricula

KW  - Inquiry-based learning

KW  - Laboratories

KW  - Learning objectives

KW  - Machinery

KW  - Molecular biology

KW  - Open systems

KW  - Reaction conditions

KW  - Research technologies

KW  - Students

KW  - Teaching

KW  - Teaching laboratories

KW  - Undergraduate research

KW  - Undergraduate students

KW  - augmented reality (AR)

KW  - biochemical education

KW  - cell-free protein synthesis (CFPS)

KW  - central dogma of molecular biology (CDMB)

KW  - chemical education and teaching

KW  - in vitro transcription and translation

KW  - learn by doing

KW  - synthetic biology (synbio)

PB  - Frontiers Media S.A.

PY  - 2020

TI  - The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

T2  - Frontiers in Bioengineering and Biotechnology

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85090224906&doi=10.3389%2ffbioe.2020.00941&partnerID=40&md5=6e14d851c88ffffc3038c45c6725a620

VL  - 8

ER  -

TY  - JOUR

AB  - Understanding macromolecular structures is essential for biology education. Augmented reality (AR) applications have shown promise in science, technology, engineering, and mathematics (STEM) education, but are not widely used for protein visualization. While there are some tools for AR protein visualization, none of them are accessible to the layperson who possesses neither specialized AR hardware nor the technical skill to comfortably navigate three-dimensional (3D) rendering and file conversions. Here, we describe Palantir, an open source mobile Android application easily installable on compatible devices from the Google Play Store. Palantir does not require specialized hardware, printed image, manual 3D rendering, or file format conversion. Palantir makes AR macromolecular visualization accessible to anyone with a compatible mobile device, and we hope it finds widespread application in STEM education. © 2020 International Union of Biochemistry and Molecular Biology

AU  - Lee, N Y

AU  - Tucker-Kellogg, G

DO  - 10.1002/bmb.21335

IS  - 3

KW  - Allosteric Site

KW  - Amino Acids

KW  - Augmented Reality

KW  - Engineering

KW  - Humans

KW  - Imaging, Three-Dimensional

KW  - Mathematics

KW  - Mobile Applications

KW  - Protein Structure, Secondary

KW  - Science

KW  - Students

KW  - Teaching

KW  - Technology

KW  - Universities

KW  - allosteric site

KW  - amino acid

KW  - chemistry

KW  - education

KW  - engineering

KW  - human

KW  - mathematics

KW  - mobile application

KW  - protein secondary structure

KW  - science

KW  - student

KW  - teaching

KW  - technology

KW  - three-dimensional imaging

KW  - university

PB  - John Wiley and Sons Inc.

PY  - 2020

SP  - 297

EP  - 303

TI  - An accessible, open-source mobile application for macromolecular visualization using augmented reality

T2  - Biochemistry and Molecular Biology Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85079807129&doi=10.1002%2fbmb.21335&partnerID=40&md5=2367de9b9edafbf33e5339dfdaba3acf

VL  - 48

ER  -

TY  - JOUR

AB  - Biology and biochemistry students must learn to visualize and comprehend the complex three-dimensional (3D) structures of macromolecules such as proteins or DNA. However, most tools available for teaching biomolecular structures typically operate in two dimensions. Here, we present protocols and pedagogical approaches for using immersive augmented reality (AR) visors, specifically the Microsoft HoloLens, to reinforce learning with large scale 3D holographic structures. We developed a novel workflow to render vividly colored custom biomolecules in AR visors. In addition, we developed AR exercises to review concepts relevant to protein or DNA structure and then implemented the exercises in four different biology and biochemistry courses. Surveys showed that students reported greater interest in biomolecular structures after the exercise. We also highlight some of the advantages and disadvantages of the software and hardware of this upcoming technology. © 2020 International Union of Biochemistry and Molecular Biology

AU  - Peterson, C N

AU  - Tavana, S Z

AU  - Akinleye, O P

AU  - Johnson, W H

AU  - Berkmen, M B

DO  - 10.1002/bmb.21341

IS  - 3

KW  - Augmented Reality

KW  - Biochemistry

KW  - Biology

KW  - DNA

KW  - Humans

KW  - Imaging, Three-Dimensional

KW  - Learning

KW  - Macromolecular Substances

KW  - Protein Conformation

KW  - Proteins

KW  - Software

KW  - Students

KW  - augmented reality

KW  - biochemistry

KW  - biology

KW  - chemistry

KW  - education

KW  - human

KW  - learning

KW  - macromolecule

KW  - molecular visualization

KW  - protein

KW  - protein conformation

KW  - protein structure

KW  - software

KW  - student

KW  - three-dimensional imaging

KW  - virtual reality

PB  - John Wiley and Sons Inc.

PY  - 2020

SP  - 276

EP  - 282

TI  - An idea to explore: Use of augmented reality for teaching three-dimensional biomolecular structures

T2  - Biochemistry and Molecular Biology Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85083354990&doi=10.1002%2fbmb.21341&partnerID=40&md5=beb7a0a7047b2f0a559e7a946d730570

VL  - 48

ER  -

TY  - JOUR

AB  - Facile visualization of biomolecules is an essential component of the undergraduate biochemistry curriculum. In the past, a number of tools have been used to display biomolecules. More recently, the advent of greater accessibility to virtual reality (VR) and augmented reality (AR) programs has created a new mechanism to visualize biomolecules. However, creation of VR and AR programs often requires extensive coding experience. In order to expand the utility of AR programs in visualization of biomolecules, we enabled undergraduate students to create their own AR protein visualization tool using an off-the-shelf program running in multiplatform smartphones or tablets to enhance student inclusivity. Assessment of this program shows that students can create their own biomolecule models, were enthusiastic about doing so, and found that their learning was enhanced when this AR module was inserted into their upper level biochemistry class. This activity could be readily adapted for remote and online learning.  Copyright © 2020 American Chemical Society and Division of Chemical Education, Inc.

AU  - Arguëllo, J M

AU  - Dempski, R E

DO  - 10.1021/acs.jchemed.0c00323

IS  - 8

KW  - Biochemistry

KW  - Computer-Based Learning

KW  - Continuing Education

KW  - Distance Learning/Self-Instruction

KW  - Graduate Education/Research

KW  - Hands-On Learning/Manipulatives

KW  - Proteins/Peptides

KW  - Upper-Division Undergraduate

PB  - American Chemical Society

PY  - 2020

SP  - 2327

EP  - 2331

TI  - Fast, Simple, Student Generated Augmented Reality Approach for Protein Visualization in the Classroom and Home Study

T2  - Journal of Chemical Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85087726336&doi=10.1021%2facs.jchemed.0c00323&partnerID=40&md5=ed7228200c78847941a18da81f39b7f2

VL  - 97

ER  -

TY  - JOUR

AB  - BackgroundMixed-reality technologies, including virtual reality (VR) and augmented reality (AR), are considered to be promising potential tools for science teaching and learning processes that could foster positive emotions, motivate autonomous learning, and improve learning outcomes. Methods: In this study, a technology-aided biological microscope learning system based on VR/AR is presented. The structure of the microscope is described in a detailed three-dimensional (3D) model, each component being represented with their topological interrelationships and associations among them being established. The interactive behavior of the model was specified, and a standard operating guide was compiled. The motion control of components was simulated based on collision detection. Combined with immersive VR equipment and AR technology, we developed a virtual microscope subsystem and a mobile virtual microscope guidance system. Results: The system consisted of a VR subsystem and an AR subsystem. The focus of the VR subsystem was to simulate operating the microscope and associated interactive behaviors that allowed users to observe and operate the components of the 3D microscope model by means of natural interactions in an immersive scenario. The AR subsystem allowed participants to use a mobile terminal that took a picture of a microscope from a textbook and then displayed the structure and functions of the instrument, as well as the relevant operating guidance. This flexibly allowed students to use the system before or after class without time and space constraints. The system allowed users to switch between the VR and AR subsystems. Conclusions: The system is useful for helping learners (especially K-12 students) to recognize a microscope's structure and grasp the required operational skills by simulating operations using an interactive process. In the future, such technology-assisted education would be a successful learning platform in an open learning space. © 2019 Beijing Zhongke Journal Publishing Co. Ltd

AU  - Zhou, X

AU  - Tang, L

AU  - Lin, D

AU  - Han, W

DO  - 10.1016/j.vrih.2020.07.004

IS  - 4

KW  - 3D modeling

KW  - Augmented reality

KW  - Autonomous learning

KW  - E-learning

KW  - Experiment

KW  - Interactive behavior

KW  - Learning outcome

KW  - Learning process

KW  - Learning systems

KW  - Microscope

KW  - Microscopes

KW  - Operating guide

KW  - Positive emotions

KW  - Potential tool

KW  - Science teaching and learning

KW  - Students

KW  - Teaching process

KW  - Three-dimensional (3D) model

KW  - Topology

KW  - Virtual reality

PB  - KeAi Communications Co.

PY  - 2020

SP  - 316

EP  - 329

TI  - Virtual & augmented reality for biological microscope in experiment education

T2  - Virtual Reality and Intelligent Hardware

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85100701912&doi=10.1016%2fj.vrih.2020.07.004&partnerID=40&md5=e79b4e53e67f48cdacb1653676b01bdc

VL  - 2

ER  -

TY  - JOUR

AB  - Scientific literacy is a capability to identify problems, analyze questions, and create solutions by applying scientific knowledge and integrating science with technology and society. This literacy needs to be improved so that students can develop their skills in identifying science phenomenon and addressing various solutions. Although the learning was conducted in distance since the current situation is still amid the COVID-19 pandemic, the literacy can be taught during the learning process. This study aims to improve students’ scientific literacy through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. The research included in a descriptive quantitative study with pre-test and post-test design. The distance learning was conducted in the lecture of anatomy and physiology of organism during even semester in May 2020, with 111 students from three classes in the 2018 academic year. The science content provided in online learning was supported by augmented-reality based multimedia on the topic of the human respiratory system. This multimedia was evaluated, also stated as valid and appropriate to be implemented in the learning process. Scientific literacy was measured using the online test form. The findings indicated that the students’ scientific literacy improved moderately both in class A and B, but low in class C. The improvement of scientific literacy in class A reached N-gain average score of 0.31, class B reached 0.38, and class C reached 0.22. Students also gave a positive response, showed by the percentages of students’ response at 89.1% in class A, 87.0% in class B, and 84.8% in class C, which was in the very strong category. Therefore, it can be concluded that students’ scientific literacy improved well through distance learning with augmented reality-based multimedia amid the COVID-19 pandemic. © 2020 Science Education Study Program FMIPA UNNES Semarang.

AU  - Ahied, M

AU  - Muharrami, L K

AU  - Fikriyah, A

AU  - Rosidi, I

DO  - 10.15294/jpii.v9i4.26123

IS  - 4

KW  - Augmented reality-based multimedia

KW  - COVID-19 pandemic

KW  - Distance learning

KW  - Scientific literacy

PB  - Universitas Negeri Semarang

PY  - 2020

SP  - 499

EP  - 511

TI  - Improving students’ scientific literacy through distance learning with augmented reality-based multimedia amid the covid-19 pandemic

T2  - Jurnal Pendidikan IPA Indonesia

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099066334&doi=10.15294%2fjpii.v9i4.26123&partnerID=40&md5=86d05de557a3ec12e598eac9c00f93f6

VL  - 9

ER  -

TY  - JOUR

AB  - For years, immersive interfaces using virtual and augmented reality (AR) for molecular visualization and modeling have promised a revolution in the way how we teach, learn, communicate and work in chemistry, structural biology and related areas. However, most tools available today for immersive modeling require specialized hardware and software, and are costly and cumbersome to set up. These limitations prevent wide use of immersive technologies in education and research centers in a standardized form, which in turn prevents large-scale testing of the actual effects of such technologies on learning and thinking processes. Here, I discuss building blocks for creating marker-based AR applications that run as web pages on regular computers, and explore how they can be exploited to develop web content for handling virtual molecular systems in commodity AR with no more than a webcam-and internet-enabled computer. Examples span from displaying molecules, electron microscopy maps and molecular orbitals with minimal amounts of HTML code, to incorporation of molecular mechanics, real-time estimation of experimental observables and other interactive resources using JavaScript. These web apps provide virtual alternatives to physical, plastic-made molecular modeling kits, where the computer augments the experience with information about spatial interactions, reactivity, energetics, etc. The ideas and prototypes introduced here should serve as starting points for building active content that everybody can utilize online at minimal cost, providing novel interactive pedagogic material in such an open way that it could enable mass-testing of the effect of immersive technologies on chemistry education. © 2020 Abriata.

AU  - Abriata, L A

DO  - 10.7717/peerj-cs.260

IS  - 2

KW  - Augmented reality

KW  - Chemistry

KW  - Chemistry education

KW  - Education

KW  - Education and researches

KW  - Engineering education

KW  - Immersive technologies

KW  - Integrative modeling

KW  - Interactive resources

KW  - Molecular graphics

KW  - Molecular modeling

KW  - Molecular orbitals

KW  - Molecular visualization

KW  - Real-time estimation

KW  - Specialized hardware

KW  - Virtual and augmented reality

KW  - Virtual reality

KW  - Visualization

KW  - Web browsers

KW  - Websites

PB  - PeerJ Inc.

PY  - 2020

TI  - Building blocks for commodity augmented reality-based molecular visualization and modeling in web browsers

T2  - PeerJ Computer Science

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85086507407&doi=10.7717%2fpeerj-cs.260&partnerID=40&md5=3a242fc745ca26151b46eacf962cd2d6

VL  - 2020

ER  -

TY  - JOUR

AB  - Health education is one of the knowledge areas in which augmented reality (AR) technology is widespread, and it has been considered as a facilitator of the learning process. In literature, there are still few studies detailing the role of mobile AR in neuroanatomy. Specifically, for the spinal cord, the teaching–learning process may be hindered due to its abstract nature and the absence of three-dimensional models. In this sense, we implemented a mobile application with AR technology named NitLabEduca for studying the spinal cord with an interactive exploration of 3D rotating models in the macroscopic scale, theoretical content of its specificities, animations, and simulations regarding its physiology. To investigate NitLabEduca’s effects, eighty individuals with and without previous neuroanatomy knowledge were selected and grouped into control and experimental groups. Divided, they performed learning tasks through a questionnaire. We used the System Usability Scale (SUS) to evaluate the usability level of the mobile application and a complimentary survey to verify the adherence level to the use of mobile applications in higher education. As a result, we observed that participants of both groups who started the task with the application and finished with text had more correct results in the test (p < 0.001). SUS results were promising in terms of usability and learning factor. We concluded that studying the spinal cord through NitLabEduca seems to favor learning when used as a complement to the printed material. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.

AU  - Fernandes, J

AU  - Teles, A

AU  - Teixeira, S

DO  - 10.3390/educsci10120376

IS  - 12

KW  - Augmented reality

KW  - Health education

KW  - Mobile learning

KW  - Neuroanatomy

KW  - Usability

PB  - MDPI AG

PY  - 2020

SP  - 1

EP  - 18

TI  - An augmented reality-based mobile application facilitates the learning about the spinal cord

T2  - Education Sciences

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85097568312&doi=10.3390%2feducsci10120376&partnerID=40&md5=9dbb45c9d811c65b3bbb11f892f2502f

VL  - 10

ER  -

TY  - JOUR

AB  - Chemical educators are facing a new generation of instructional technologies that impact classroom teaching. New technologies, like smartphones, cloud computing and artificial intelligence take learning beyond the classroom; 3D printing, virtual reality, and augmented reality provide new ways to teach the virtualization skills that are important for chemists. These technologies cause students to become more isolated, so students may not develop the social skills that they will need for today’s workplace. Individualized learning may be beneficial to many students, but it will create challenges for faculty. Although this article focuses on chemistry education, it should be apparent that a similar argument could be made for other sciences, like physics and biology.

AU  - Pence, Harry E.

DA  - 2020/2//

DO  - 10.3390/educsci10020034

IS  - 2

KW  - 3D printing

KW  - Artificial intelligence

KW  - Augmented reality

KW  - Badges

KW  - Big Data

KW  - Blockchain

KW  - Cloud computing

KW  - Microlearning

KW  - Micro‐credentials

KW  - Personalized learning

KW  - Smartphones

KW  - Virtual reality

PB  - MDPI AG

PY  - 2020

TI  - How should chemistry educators respond to the next generation of technology change?

T2  - Education Sciences

VL  - 10

ER  -

TY  - JOUR

AB  - In biology education which is an inseparable discipline of medical and veterinary education, it is of great importance that enabling students to make practice in real conditions and gain knowledge and skills related to their professional fields during their education. It is necessary to adapt the new technologies rapidly to education rather than the use of cadavers or laboratory animals, especially when making practice directly related in human and animal anatomy. For this purpose, virtual and augmented reality applications, which have been developed rapidly in recent years, come to the fore as a highly effective technique with the possibility of interacting visually with the objects they give to the user. In this study, the techniques were examined that used in order to increase the learning performance in biology, anatomy, physiology and experimental animals and the process was examined to develop a specific mobile application on Unity3D application. It is envisaged that the difficulties in providing materials for students and ethical debates on the use of experimental animals can be overcome with the dissemination of augmented reality applications and virtual laboratories developed as a result of procedures such as the needs analysis, lesson or course content and scenario writing processes in addition to software development.

AU  - Arslan, Reyhane

AU  - KofoÄŸlu, Muhammed

AU  - Dargut, Caner

DO  - 10.36681/tused.2020.13

IS  - 1

KW  - Anatomy

KW  - Augmented reality

KW  - Biology education

KW  - Virtual reality

PB  - Ekip Buro Makineleri A.

PY  - 2020

SP  - 62

EP  - 72

TI  - Development of augmented reality application for biology education

T2  - Journal of Turkish Science Education

VL  - 17

ER  -

TY  - JOUR

AB  - With the continuous development of information technology and digital medicine, computer-assisted virtual medicine has become the development trend of a new generation of clinical surgery, which aims to improve the accuracy of surgery, reduce the risk of surgery, and achieve precise and minimally invasive treatment. The interface design in the computer-aided virtual medical system is a medium for transmitting and exchanging information between humans and machines. This article uses virtual reality technology and augmented reality technology to develop a virtual medical system interface, which aims to solve the interaction problem between users and virtual medical systems and satisfy users. The multidemand psychology is an effective way of interaction. It provides users with a multichannel and comprehensive communication method, which truly meets the design goals that meet the user's psychological needs. It also expands applications for virtual reality technology and augmented reality technology.

AU  - Cong, Xu

AU  - Li, Tingting

AU  - Jiang, Yi Zhang

DO  - 10.1155/2020/7108147

PB  - Hindawi Limited

PY  - 2020

TI  - Design and Development of Virtual Medical System Interface Based on VR-AR Hybrid Technology

T2  - Computational and Mathematical Methods in Medicine

VL  - 2020

ER  -

TY  - JOUR

AB  - The purpose of the current study is to design and develop a sample Mobile Augmented Reality (MAR) application addressing the anatomic structure of the heart in a way suitable for laboratory learning for pre-service science teachers to achieve learning by constructing information in biology instruction. The implementation of the MAR design activity was conducted with the participation of 30 pre-service teachers taking the biology laboratory course. The implementation process of the activity consists of four stages. The first stage includes the introduction of the MAR application program and marker; the second stage includes the use of the MAR application in a laboratory environment; the third stage includes the operation of dissection and the last stage includes the association of the MAR application with the operation of dissection and general evaluation. Then, semi-structured interviews were conducted by involving pre-service teachers and the data obtained from these interviews revealed that integration of heart dissection with MAR application helped the pre-service teachers to better understand the anatomic structure of the heart and the related concepts. Thus, a sample activity demonstrating how MAR, which is an instructional method with strong potential for reification and visualisation, can be integrated into the teaching of concepts in laboratory settings was developed.

AU  - Celik, Cuneyd

AU  - Guven, Gokhan

AU  - Cakir, Nevin Kozcu

DO  - 10.25304/rlt.v28.2355

KW  - Biology education

KW  - Biology instruction

KW  - Heart dissection

KW  - Mobil augmented reality

KW  - Technology application

PB  - Association for Learning Technology

PY  - 2020

TI  - Integration of mobile augmented reality (Mar) applications into biology laboratory: Anatomic structure of the heart

T2  - Research in Learning Technology

VL  - 28

ER  -

TY  - JOUR

AB  - Biology and biochemistry students must learn to visualize and comprehend the complex three-dimensional (3D) structures of macromolecules such as proteins or DNA. However, most tools available for teaching biomolecular structures typically operate in two dimensions. Here, we present protocols and pedagogical approaches for using immersive augmented reality (AR) visors, specifically the Microsoft HoloLens, to reinforce learning with large scale 3D holographic structures. We developed a novel workflow to render vividly colored custom biomolecules in AR visors. In addition, we developed AR exercises to review concepts relevant to protein or DNA structure and then implemented the exercises in four different biology and biochemistry courses. Surveys showed that students reported greater interest in biomolecular structures after the exercise. We also highlight some of the advantages and disadvantages of the software and hardware of this upcoming technology.

AU  - Peterson, Celeste N.

AU  - Tavana, Sara Z.

AU  - Akinleye, Olukemi P.

AU  - Johnson, Walter H.

AU  - Berkmen, Melanie B.

DA  - 2020/5//

DO  - 10.1002/bmb.21341

IS  - 3

KW  - augmented reality

KW  - molecular visualization

KW  - protein structure

KW  - virtual reality

PB  - John Wiley and Sons Inc.

PY  - 2020

SP  - 276

EP  - 282

TI  - An idea to explore: Use of augmented reality for teaching three-dimensional biomolecular structures

T2  - Biochemistry and Molecular Biology Education

VL  - 48

ER  -

TY  - JOUR

AB  - The effect of one of the most popular 3D visualization and modelling technologies with haptic and touch feedback possibilities-augmented reality (AR)-is analysed herein. That includes a specific solution, incorporating augmented reality. A case study for delivering STEM (science, technology, engineering, and mathematics) content using this tool at one secondary school in Sofia is presented. The experience gained in one school year of using facilities for a STEM enrichment program has been examined.

AU  - Petrov, Plamen D.

AU  - Atanasova, Tatiana V.

DA  - 2020/4//

DO  - 10.3390/INFO11040209

IS  - 4

KW  - Augmented reality

KW  - Biology learning

KW  - STEM education

KW  - Simulation environment

PB  - MDPI AG

PY  - 2020

TI  - The Effect of augmented reality on students' learning performance in stem education

T2  - Information (Switzerland)

VL  - 11

ER  -

TY  - JOUR

AB  - Structural biology education commonly employs molecular visualization software, such as PyMol, RasMol, and VMD, to allow students to appreciate structure–function relationships in biomolecules. In on-ground, classroom-based education, these programs are commonly used on University-owned devices with software preinstalled. Remote education typically involves the use of student-owned devices, which complicates the use of such software, owing to the fact that (a) student devices have differing configurations (e.g., Windows vs MacOS) and processing power, and (b) not all student devices are suitable for use with such software. Smartphones are near-ubiquitous devices, with smartphone ownership exceeding personal computer ownership, according to a recent survey. Here, we show the use of a smartphone-based augmented reality app, Augment, in a structural biology classroom exercise, which students installed independently without IT support. Post-lab attitudinal survey results indicate positive student experiences with this app. Based on our experiences, we suggest that smartphone-based molecular visualization software, such as that used in this exercise, is a powerful educational tool that is particularly well-suited for use in remote education.

AU  - Hoog, Tanner G.

AU  - Aufdembrink, Lauren M.

AU  - Gaut, Nathaniel J.

AU  - Sung, Rou Jia

AU  - Adamala, Katarzyna P.

AU  - Engelhart, Aaron E.

DA  - 2020/9//

DO  - 10.1002/bmb.21396

IS  - 5

KW  - computers in research and teaching

KW  - molecular visualization

KW  - web-based learning

PB  - John Wiley and Sons Inc

PY  - 2020

SP  - 448

EP  - 451

TI  - Rapid deployment of smartphone-based augmented reality tools for field and online education in structural biology

T2  - Biochemistry and Molecular Biology Education

VL  - 48

ER  -

TY  - JOUR

AB  - During the COVID-19 pandemic, almost all regions of Indonesia, including Sikka, East Nusa Tenggara, and Indonesia, have implemented e-learning. However, this method has not been conducted in all schools due to the problem of uneven Internet access. Disconnection from the Internet makes it difficult to conduct this process effectively even though students have smartphones. Furthermore, the expectation of education quality improvement in sciences also gets higher with the development of today's world technology, and this cannot be avoided. Augmented reality (AR) gives a variety of opportunities to be utilized as science learning media embedded on smartphones even without an Internet connection. Therefore, this study aims at conducting an intervention towards the teachers through the training and workshops on the use of augmented reality for science learning on the topic of Global Warming. This research was an action research approach. While considering this problem, the intervention of teachers' behavior and perception was conducted through training and workshops on the use of augmented reality for science learning using a one-shot case study research design. This program had four stages: need identification, strengthening the understanding of using AR, training and workshop implementation, and evaluation. The participants of this program were 24 science teachers from 10 schools at junior high schools in Sikka Regency, Indonesia (17 females, 7 males). The marker-based AR was developed based on learning media need assessment provided by teachers. Teacher optimism was measured using a questionnaire with a Likert scale. The program's implementation led teachers to understand the use of AR in learning, significantly to develop HOTs (higher-order thinking skills) in science learning. After experiencing training and workshops, the teachers showed high optimism to use AR in science learning. The results of this study imply for the development of school policies to establish digital learning media used without the Internet on various learning issues in rural areas.  © 2021 Dwi Sulisworo et al.

AU  - Sulisworo, D

AU  - Drusmin, R

AU  - Kusumaningtyas, D A

AU  - Handayani, T

AU  - Wahyuningsih, W

AU  - Jufriansah, A

AU  - Khusnani, A

AU  - Prasetyo, E

DO  - 10.1155/2021/7264230

PB  - Hindawi Limited

PY  - 2021

TI  - The Science Teachers' Optimism Response to the Use of Marker-Based Augmented Reality in the Global Warming Issue

T2  - Education Research International

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85122192415&doi=10.1155%2f2021%2f7264230&partnerID=40&md5=e0c7e57b764a05abebb8f2463a62c842

VL  - 2021

ER  -

TY  - JOUR

AB  - Teachers use different pedagogies to improve learners’ performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners’ performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outper-formed CG (T-test; ANOVA; p < .05). Boys’ and girls’ performance in EG did not differ signifi-cantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners’ attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners’ performance. © 2021, Scientia Socialis Ltd. All rights reserved.

AU  - Kibirige, I

AU  - Bodirwa, K B

DO  - 10.33225/jbse/21.20.612

IS  - 4

KW  - Computer simulations

KW  - Learners’ performance

KW  - Solomon Four-Group Design

KW  - Talk and Chalk Method (TCM)

PB  - Scientia Socialis Ltd

PY  - 2021

SP  - 612

EP  - 621

TI  - The effect of using computer simulations on grade 11 learners’ performance in plants biodiversity in South Africa

T2  - Journal of Baltic Science Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85113840954&doi=10.33225%2fjbse%2f21.20.612&partnerID=40&md5=9d90e067bccb03988ec3f19b5146542a

VL  - 20

ER  -

TY  - JOUR

AB  - Visualization can be a motivating way to teach students about molecules. Nowadays, the available experimental data and accurate computational results allow students to build realistic and accurate molecular models. These models include the representation of complex systems such as proteins, membranes, or nanotubes. However, the visualization of these three-dimensional (3D) structures can be challenging, complex, or even abstract for most people. To make the visualization easier and more motivating, BioSIM Augmented Reality (BioSIMAR) was developed as a free online software program to provide a new way to visualize and interact with 3D molecular models in a virtual environment. Using augmented reality (AR) and quick response code technologies, BioSIMAR provides tangible models of molecules to help illustrate chemical concepts. BioSIMAR runs on any electronic device, including mobile phones, tablets, laptops, or desktop computers with a camera and an internet connection, without requiring the installation of additional software. This software program helps people visualize and understand concepts about atoms and molecules, and their characteristics. BioSIMAR is freely available at https://ar.biosim.pt/.  © 2021 American Chemical Society. All rights reserved.

AU  - Fernandes, H S

AU  - Cerqueira, N.M.F.S.A.

AU  - Sousa, S F

DO  - 10.1021/acs.jchemed.0c01317

IS  - 5

KW  - Computer-Based Learning

KW  - Demonstrations

KW  - Distance Learning/Self Instruction

KW  - Elementary/Middle School Science

KW  - First-Year Undergraduate/General

KW  - General Public

KW  - Hands-On Learning/Manipulatives

KW  - High School/Introductory Chemistry

KW  - Inquiry-Based/Discovery Learning

KW  - Molecular Properties/Structure

PB  - American Chemical Society

PY  - 2021

SP  - 1789

EP  - 1794

TI  - Developing and Using BioSIMAR, an Augmented Reality Program to Visualize and Learn about Chemical Structures in a Virtual Environment on Any Internet-Connected Device

T2  - Journal of Chemical Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85106453749&doi=10.1021%2facs.jchemed.0c01317&partnerID=40&md5=a5e0188943ab8089fa73c9d8749cdcf5

VL  - 98

ER  -

TY  - JOUR

AB  - In recent years, development of new technologies designed to enhance user experience have accelerated, often being used in modern media such as in films and games. Specifically, immersive experiences, such as virtual reality (VR) and augmented reality (AR), have redefined how digital media can be delivered, encour-aging us to interact with and explore our environment. Reciprocally, as the power of these technologies has advanced, the associated costs to implement them have decreased, making them more cost-effective and feasible to deliver in a variety of settings. Despite the cost reduction, several issues remain with accessibility due to the knowledge base required to generate, optimise and deliver three-dimen-sional (3D)-digital content in both AR and VR. Here, we sought to integrate an AR-based experience into a level-4 biochemistry module in order to support the delivery of university lectures on protein structure and function. Traditionally, this topic would comprise two-dimensional still images of complex 3D structures. By combining a breadth of subject-specific and technological expertise from across the university, we developed an AR-enhanced learning experience hosted on the Zapworks AR platform. AR enabled full illustration of the complexity of these 3D structures, while promoting collaboration through a shared user experi-ence. Assessing the impact of the AR experience via a formative test and survey revealed that despite only a modest increase in test performance, students over-whelmingly reported positively on the engaging nature and interactivity of AR. Critically, expanding our repertoire of content delivery formats will support the forward-thinking blended learning environments adopted across the higher education sector.

AU  - Reeves, Laura E.

AU  - Bolton, Edward

AU  - Bulpitt, Matthew

AU  - Scott, Alex

AU  - Tomey, Ian

AU  - Gates, Micah

AU  - Baldock, Robert A.

DO  - 10.25304/rlt.v29.2572

KW  - Augmented reality

KW  - Biomedical science

KW  - Biosciences

KW  - Education

KW  - Engagement

KW  - Protein structure

KW  - Structural biology

PB  - Association for Learning Technology

PY  - 2021

SP  - 1

EP  - 15

TI  - Use of augmented reality (Ar) to aid bioscience education and enrich student experience

T2  - Research in Learning Technology

VL  - 29

ER  -

TY  - JOUR

AB  - Mari mutare is a transdisciplinary design research project about biocompatible prostheses inspired by the early Christian being called Green Man, a human-plant hybrid that represents the nature-culture continuum. These objects are intended to address human exceptionalism from a post-anthropocentric, feminist and queer perspective. The aim of Mari mutare is to explore the multiplicity of subjectivities in ourselves and, consequently, to influence the perception of others. Arising from the emerging field of synthetic biology, speculative design methodology supports this proposal and it materialises through transhackfeminist biopractices as tools for creating knowledge and projecting other possible futures. The experiments are conducted around the Petri dish as an epistemic object. The dish contains a symbiotic assembly of human and plant cells that interpenetrate, digest and partially assimilate while grazing the categories of kingdom, species, gender, culture and nature. While this process materialises, human subjects test their future limbs aided by an augmented reality (AR) filter, as a proxy for the physical reality, to hack into self-reflection and subjectivity, thus projecting themselves beyond the self. This project is currently a work-in-progress and is supported by Pro Helvetia, Hangar Barcelona (EU Biofriction programme), Utopiana Geneva and Hackuarium.

AU  - Toquero, Vanessa Lorenzo

DO  - 10.46467/TdD37.2021.92-105

IS  - 37

KW  - Biohacking

KW  - Biopractices

KW  - Green Man

KW  - Hybrids

KW  - Prosthetics

KW  - Subjectivity

PB  - Elisava Barcelona School of Design and Engineering

PY  - 2021

SP  - 92

EP  - 105

TI  - MARI MUTARE: SPECULATIVE DESIGN AND TRANSHACKFEMINIST PRACTICES

T2  - Temes de Disseny

VL  - 2021

ER  -

TY  - JOUR

AB  - Augmented/virtual realities (ARs/VRs) promise to revolutionize STEM education. However, most easy-to-use tools are limited to static visualizations, which limits the approachable content, whereas more interactive and dynamic alternatives require costly hardware, preventing large-scale use and evaluation of pedagogical effects. Here, we introduce https://MoleculARweb.epfl.ch, a free, open-source web site with interactive AR webpage-based apps that work out-of-the-box in laptops, tablets, and smartphones, where students and teachers can naturally handle virtual objects to explore molecular structure, reactivity, dynamics, and interactions, covering topics from inorganic, organic, and biological chemistry. With these web apps, teachers and science communicators can develop interactive material for their lessons and hands-on activities for their students and target public, in person or online, as we exemplify. Thousands of accesses to moleculARweb attest to the ease of use; teacher feedback attests to the utility in online teaching and homework during a pandemic; and in-class plus online surveys show that users find AR engaging and useful for teaching and learning chemistry. These observations support the potential of AR in future education and show the large impact that modern web technologies have in democratizing access to digital learning tools, providing the possibility to mass-test the pedagogical effect of these technologies in STEM education.

AU  - Rodríguez, Fabio Cortés

AU  - Frattini, Gianfranco

AU  - Krapp, Lucien F.

AU  - Martinez-Hung, Hassan

AU  - Moreno, Diego M.

AU  - Roldán, Mariana

AU  - Salomón, Jorge

AU  - Stemkoski, Lee

AU  - Traeger, Sylvain

AU  - Dal Peraro, Matteo

AU  - Abriata, Luciano A.

DA  - 2021/7//

DO  - 10.1021/acs.jchemed.1c00179

IS  - 7

KW  - Acids/Bases

KW  - Biochemistry

KW  - First-Year Undergraduate

KW  - General Public

KW  - High School/Introductory Chemistry

KW  - Inorganic Chemistry

KW  - Molecular Biology

KW  - Molecular Modeling

KW  - Organic Chemistry

KW  - Second-Year Undergraduate

PB  - American Chemical Society

PY  - 2021

SP  - 2243

EP  - 2255

TI  - MoleculARweb: A Web Site for Chemistry and Structural Biology Education through Interactive Augmented Reality out of the Box in Commodity Devices

T2  - Journal of Chemical Education

VL  - 98

ER  -

TY  - JOUR

AB  - Critical thinking (CT) in biology is important for future learners. The examination results from previous studies are complemented by the author's initial findings showing that students' CT is not well developed. This research develops comic books as Augmented Reality (AR) markers to raise students' CT. ADDIE model is used in this research. The scale-test was limited to twenty rural high school students. Validation sheets, CT tests, and questionnaires were used to collect data. The research results show that comic books and AR are valid based on expert evaluation. Limited scale trial of moderate improvement in student CT (n-gain = 0.38). 75% of students' CT has developed well at the end of the lesson. There is a significant difference between preCT and post-CT (p < 0.05). Students respond excellently to the use of comic books as AR markers in learning. This research concludes that comic books and AR are valid and their use in learning during a pandemic can improve students' CT. Recommendations for future research are trials on a large scale to determine the strong effectiveness of using comic books as AR markers. © 2022 Insar Damopolii, Fridolin Febrianto Paiki & Jan Hendriek Nunaki; published by UIKTEN

AU  - Damopolii, I

AU  - Paiki, F F

AU  - Nunaki, J H

DO  - 10.18421/TEM111-44

IS  - 1

KW  - Augmented reality

KW  - Comic

KW  - Critical thinking

KW  - Science learning

PB  - UIKTEN - Association for Information Communication Technology Education and Science

PY  - 2022

SP  - 348

EP  - 355

TI  - The Development of Comic Book as Marker of Augmented Reality to Raise Students’ Critical Thinking

T2  - TEM Journal

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85125700408&doi=10.18421%2fTEM111-44&partnerID=40&md5=90d82f536d24e7b1ff83cd4186a4fa5b

VL  - 11

ER  -

TY  - JOUR

AB  - In the teaching of scientific subjects, several semiotic resources such as images, texts, physical models, audio recordings and film have been used for a long time. In recent years, digital learning resources have also been added, such as simulations and virtual and augmented realities. In this paper, an investigation of how pupils understand the science of hearing and the anatomy of the ear with the support of various semiotic resources is performed by a teacher/researcher. How do pupils reflect on their understanding of hearing when they use different semiotic resources in teaching? In this investigation five different semiotic resources are compared. The analysis of questionnaires, interviews and lesson observations shows how the pupils move between the different modalities. The findings indicate that pupils can benefit from using carefully chosen different semiotic resources. It could also matter in which order the semiotic resources are used. The study shows that embodied cognition plays a prominent role, such as touching a physical model of an ear. Furthermore, understanding the anatomy of the ear is described as better using a physical model, while understanding the process of hearing is described as better using a simulation. These findings can be useful for teachers, student teachers, teacher educators and teaching aid developers. © 2022 University of Oslo, Norwegian Centre for Science Education. All rights reserved.

AU  - Bursjöö, I

DO  - 10.5617/nordina.8740

IS  - 2

PB  - University of Oslo, Norwegian Centre for Science Education

PY  - 2022

SP  - 243

EP  - 253

TI  - Multimodality in the teaching of biology: comparing some semiotic resources

T2  - Nordic Studies in Science Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85142336811&doi=10.5617%2fnordina.8740&partnerID=40&md5=e52ef6ffd1b422e0a1dcf42cd091a60c

VL  - 18

ER  -

TY  - JOUR

AB  - Innovation based on technology is important for the learning process, especially in the environmental subject. This research was conducted to improve the learning outcomes of senior high school students using Augmented Reality (AR) for environmental pollution. Our study uses the research and development method with the model from Borg and Gall. The students as objects of research were divided into two classes including the control and experimental groups. The AR learning media was validated by experts in relevant fields with the focus on the three aspects of media, material, and language before it was applied to the students. The validation result for the media aspect was found to be 3.25%, the material was 3.00%, and language was 3.29%, and this indicates the media is valid. The results showed that the average score for the learning outcomes of the control class was 52.6 while the value for the experimental class was 69.8. This signifies the AR learning media developed for environmental pollution contributed positively to the process of learning biology and also fosters student interest in learning. Therefore, the learning media was confirmed to be appropriate for students studying biology subjects. © 2022 by the authors.

AU  - Isfaeni, H

DO  - 10.18178/ijiet.2022.12.7.1672

IS  - 7

KW  - Index Terms—Biology lesson

KW  - education media

KW  - environmental pollution

KW  - teaching media

PB  - International Journal of Information and Education Technology

PY  - 2022

SP  - 691

EP  - 695

TI  - The Application of Mobile Augmented Reality to Improve Learning Outcomes in Senior High Schools

T2  - International Journal of Information and Education Technology

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85131637553&doi=10.18178%2fijiet.2022.12.7.1672&partnerID=40&md5=43ae4326185efa67c880e5e6add624ef

VL  - 12

ER  -

TY  - JOUR

AB  - Snails have occupied an important role in the ideology and religion of the ancient American peoples, who considered them to be magical and used them in ritual ceremonies as ornaments, musical instruments, and architectural elements. Today, they are a valuable study system for understanding biodiversity and evolution due to their remarkable ecological and morphological diversity. Given that many endemic snails are of conservation concern, and that most South American species are poorly studied, there is a need to engage the public through understandable and scientifically based language, conveying the importance of biodiversity. However, not all biodiversity can be seen with the naked eye. Herein, we describe how we utilize snails and their shells to engage citizens and train teachers to promote the many different facets of biodiversity. Through design-based research oriented toward educational innovation, we created a teaching–learning sequence with immersive technology through the following stages of work: (1) produce a teaching–learning sequence and accompanying mobile device application (for Android on GooglePlay), (2) evaluate the impact of the educational resource, and (3) conduct research through a pre- and posttest design on the learning outcomes of participants. In this work, we first present the field experience where scientists, teachers, and pre-service teachers worked together to find snails from northern Chile to Chiloé Island. Some results from this research stage are: criteria for designing a teaching–learning sequence (e.g., how to utilize place as an opportunity for learning science with developmentally appropriate technologies identified for every phase of the sequence), modeling relevant phenomena about biodiversity and ecosystems through snails, scaffolding for teachers implementing the sequence, and activities that enhance STEM education. A teaching–learning sequence that addresses snails as study objects for 4th grade is presented and validated, allowing us to continue the next phase of our research with schools. A second article will propose results from implementation, iterations, and their implications. Copyright © 2022 Merino, Iturbe-Sarunic, Miller, Parent, Phillips, Pino, Garrido, Arenas and Zamora.

AU  - Merino, C

AU  - Iturbe-Sarunic, C

AU  - Miller, B G

AU  - Parent, C E

AU  - Phillips, J G

AU  - Pino, S

AU  - Garrido, J M

AU  - Arenas, A

AU  - Zamora, J

DO  - 10.3389/feduc.2022.933436

KW  - augmented reality

KW  - biodiversity

KW  - snail

KW  - teaching-learning sequence

KW  - territory

PB  - Frontiers Media S.A.

PY  - 2022

TI  - Snailed It! Inside the Shell: Using Augmented Reality as a Window Into Biodiversity

T2  - Frontiers in Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85135479256&doi=10.3389%2ffeduc.2022.933436&partnerID=40&md5=e5f9762afb2d2ce4046c579aefc6ab3b

VL  - 7

ER  -

TY  - JOUR

AB  - Background: Chemistry and biology students often have difficulty understanding molecular structures. Sonification (the rendition of data into non-speech sounds that convey information) can be used to support molecular understanding by complementing scientific visualization. A proper sonification design is important for its effective educational use. This paper describes a participatory design (PD) approach to designing and developing the sonification of a molecular structure model to be used in an educational setting. Methods: Biology, music, and computer science students and specialists designed a sonification of a model of an insulin molecule, following Spinuzzi’s PD methodology and involving evolutionary prototyping. The sonification was developed using open-source software tools used in digital music composition. Results and Conclusions: We tested our sonification played on a virtual reality headset with 15 computer science students. Questionnaire and observational results showed that multidisciplinary PD was useful and effective for developing an educational scientific sonification. PD allowed for speeding up and improving our sonification design and development. Making a usable (effective, efficient, and pleasant to use) sonification of molecular information requires the multidisciplinary participation of people with music, computer science, and molecular biology backgrounds. © 2022 by the authors.

AU  - Garcia-Ruiz, M

AU  - Santana-Mancilla, P C

AU  - Gaytan-Lugo, L S

AU  - Iniguez-Carrillo, A

DO  - 10.3390/mti6100089

IS  - 10

KW  - model

KW  - molecular

KW  - participatory design

KW  - sonification

KW  - virtual reality

PB  - MDPI

PY  - 2022

TI  - Participatory Design of Sonification Development for Learning about Molecular Structures in Virtual Reality

T2  - Multimodal Technologies and Interaction

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85140587935&doi=10.3390%2fmti6100089&partnerID=40&md5=7939ad7876b1e29816dd3669b6dad401

VL  - 6

ER  -

TY  - JOUR

AB  - This research investigated the impact of newly developed instructional materials that integrate mobile augmented reality technology called Mobile Augmented Reality of Respiratory System (MARRS) in socioscientific issues-based biology learning. A quasi-experimental research with a nonequivalent pretest-posttest control group design was employed to compare the MARRS and conventional SSI instructional materials using PowerPoint and students’ worksheets. Two classes with 72 eleventh-grade students were randomly assigned to experimental or control groups. This research evaluated two outcome variables: conceptual knowledge and socioscientific reason-ing. Results indicated no significant difference in the overall conceptual knowledge, but a significant difference was found in socioscientific reasoning between the two groups. Moreover, MARRS is shown to be better in promoting students’ analyzing skills and their perspectives and inquiry of socioscientific reasoning. Overall, it can be concluded that MARRS positively impacts being integrated into socioscientific issue-based biology learning.

AU  - Annisa, D. N.

AU  - Subiantoro, A. W.

DA  - 2022/12//

DO  - 10.15294/jpii.v11i4.38993

IS  - 4

KW  - augmented reality

KW  - biology learning

KW  - conceptual knowledge

KW  - socioscientific issue

KW  - socioscientific reasoning

PB  - Universitas Negeri Semarang

PY  - 2022

SP  - 611

EP  - 625

TI  - MOBILE AUGMENTED REALITY IN SOCIOSCIENTIFIC ISSUES-BASED LEARNING: THE EFFECTIVENESS ON STUDENTS’ CONCEPTUAL KNOWLEDGE AND SOCIOSCIENTIFIC REASONING

T2  - Jurnal Pendidikan IPA Indonesia

VL  - 11

ER  -

TY  - JOUR

AB  - The study examined the impact of teaching a unit based on the Theory of Successful Intelligence and Augmented Reality in Biology on developing lateral thinking and science fiction among high school students in Al-Saih City, Saudi Arabia. To verify the research experience's effect, a quasi-experimental design, the "Lateral Thinking Test," and the "Science Fiction Scale" were used. The research sample included 34 experimental and 37 control students (all high school students). The research tool used to examine both groups' lateral thinking contains 24 questions on concepts, alternatives, linkages, and ideas. Science fiction skills include alertness, flexibility, imagery, daydreaming, retreating from reality, and sustaining direction. The results demonstrated a statistically significant difference (0.05) between the average scores of the experimental and control groups for each lateral thinking skill and the lateral thinking test as a whole, in favor of the experimental group. Also, teaching a unit based on the Theory of Successful Intelligence and Applications of Augmented Reality in biology helps develop lateral thinking and science fiction. The research advocated applying the notion of Successful Intelligence and Augmented reality in high school, based on the study's results, to improve educational outcomes such as "lateral thinking" and "science fiction".

AU  - Al-Muqbil, Norah Saleh Mohamed

DO  - 10.5430/jct.v11n8p63

IS  - 8

KW  - augmented reality

KW  - lateral thinking

KW  - science fiction

KW  - theory of successful intelligence

PB  - Sciedu Press

PY  - 2022

SP  - 63

EP  - 78

TI  - Impact of Teaching a Proposed Unit on Successful Intelligence and Augmented Reality in Biology on Lateral Thinking and Science Fiction among High School Students in Al-Saih City, Saudi Arabia

T2  - Journal of Curriculum and Teaching

VL  - 11

ER  -

TY  - JOUR

AB  - This study examines how lower secondary school students understand the circulatory system, using the structure-behavior-func-tion (SBF) framework for conceptual representation. It evaluates the progress of students’ understanding after interventions with two different teaching approaches, one using a biology textbook supported by augmented reality (AR) technology and the other using only a textbook as a main source of information. The data analysis is based on the assumption that systemic understanding demands the perception of three system dimensions: the components forming the system at all levels of organization (its structures), the interactions and mechanisms between them (its behavior), and the function as a whole outcome (its phenomena). The results indicate that both learning approaches contribute to a higher level of understanding the circulatory system. The group using AR-supported educational materials showed statistically significant better improvements in their knowledge of the circulatory system, including all three components of the SBF framework.

AU  - Gregorcic, Tanja

AU  - Torkar, Gregor

DA  - 2022/9//

DO  - 10.1152/ADVAN.00015.2022

IS  - 3

KW  - Augmented reality

KW  - Human anatomy

KW  - Lower secondary school

KW  - Physiology

KW  - System thinking

PB  - American Physiological Society

PY  - 2022

SP  - 367

EP  - 374

TI  - Using the structure-behavior-function model in conjunction with augmented reality helps students understand the complexity of the circulatory system

T2  - Advances in Physiology Education

VL  - 46

ER  -

TY  - JOUR

AB  - Innovation based on technology is important for the learning process, especially in the environmental subject. This research was conducted to improve the learning outcomes of senior high school students using Augmented Reality (AR) for environmental pollution. Our study uses the research and development method with the model from Borg and Gall. The students as objects of research were divided into two classes including the control and experimental groups. The AR learning media was validated by experts in relevant fields with the focus on the three aspects of media, material, and language before it was applied to the students. The validation result for the media aspect was found to be 3.25%, the material was 3.00%, and language was 3.29%, and this indicates the media is valid. The results showed that the average score for the learning outcomes of the control class was 52.6 while the value for the experimental class was 69.8. This signifies the AR learning media developed for environmental pollution contributed positively to the process of learning biology and also fosters student interest in learning. Therefore, the learning media was confirmed to be appropriate for students studying biology subjects.

AU  - Nurhayati

AU  - Rusdi

AU  - Isfaeni, Hanum

DA  - 2022/7//

DO  - 10.18178/ijiet.2022.12.7.1672

IS  - 7

KW  - Index Terms—Biology lesson

KW  - education media

KW  - environmental pollution

KW  - teaching media

PB  - International Journal of Information and Education Technology

PY  - 2022

SP  - 691

EP  - 695

TI  - The Application of Mobile Augmented Reality to Improve Learning Outcomes in Senior High Schools

T2  - International Journal of Information and Education Technology

VL  - 12

ER  -

TY  - JOUR

AB  - How we interact with computer graphics has not changed significantly from viewing 2D text and images on a flatscreen since their invention. Yet, recent advances in computing technology, internetworked devices and gaming are driving the design and development of new ideas in other modes of human-computer interfaces (HCIs). Virtual Reality (VR) technology uses computers and HCIs to create the feeling of immersion in a three-dimensional (3D) environment that contains interactive objects with a sense of spatial presence, where objects have a spatial location relative to, and independent of the users. While this virtual environment does not necessarily match the real world, by creating the illusion of reality, it helps users leverage the full range of human sensory capabilities. Similarly, Augmented Reality (AR), superimposes virtual images to the real world. Because humans learn the physical world through a gradual sensory familiarization, these immersive visualizations enable gaining familiarity with biological systems not realizable in the physical world (e.g., allosteric regulatory networks within a protein or biomolecular pathways inside a cell). As VR/AR interfaces are anticipated to be explosive in consumer markets, systems biologists will be more immersed into their world. Here we introduce a brief history of VR/AR, their current roles in systems biology, and advantages and disadvantages in augmenting user abilities. We next argue that in systems biology, VR/AR technologies will be most useful in visually exploring and communicating data; performing virtual experiments; and education/teaching. Finally, we discuss our perspective on future directions for VR/AR in systems biology.

AU  - Turhan, Berk

AU  - Gümüş, Zeynep H.

DO  - 10.3389/fbinf.2022.873478

KW  - 3D

KW  - CAVE

KW  - augmented reality

KW  - immersive 3D

KW  - multi-omics visualization

KW  - systems biology

KW  - virtual reality

KW  - visualization design

PB  - Frontiers Media SA

PY  - 2022

TI  - A Brave New World: Virtual Reality and Augmented Reality in Systems Biology

T2  - Frontiers in Bioinformatics

VL  - 2

ER  -

TY  - JOUR

AB  - Augmented reality is often indicated as a usable educational technology that can be integrated into biology classes to overcome the shortcomings of traditional teaching (such as lack of visualization of abstract teaching content, students’ low participation and interest in classes, and their insufficient understanding of complex topics). Mobile applications with augmented reality experience mode have the potential to be used in online, blended/hybrid, and in-person teaching, which is particularly important during emergencies. This study’s purpose was to determine primary and secondary school students’ acceptance of augmented reality content in commercial mobile applications that can be used as a supplement in biology teaching. A total of 188 students (from schools included in this research) completed the online questionnaire. The results showed that the majority of students perceived mobile augmented reality applications as useful and easy to use, had a positive attitude, and expressed intention to use this educational technology if given the opportunity. The importance of prior evaluation regarding educational usability and performance is highlighted since technical quality (of used mobile applications) had a strong positive effect on perceived usefulness and perceived ease of use. There were no statistically significant differences between female and male and primary and secondary students, but students with prior experience with augmented reality rated perceived usefulness higher. Despite positive results, we need to raise our concerns regarding the reliability of using mobile augmented reality in biology education due to the lack of usable free content and the frequent cancellation of authoring tools and applications.

AU  - StojÅ¡ić, Ivan

AU  - Ostojić, Natalija

AU  - Stanisavljević, Jelena

DA  - 2022/12//

DO  - 10.23947/2334-8496-2022-10-3-129-138

IS  - 3

KW  - Technology Acceptance Model

KW  - augmented reality

KW  - biology teaching

KW  - mobile application

KW  - technology-enhanced learning

PB  - Association for the Development of Science, Engineering and Education

PY  - 2022

SP  - 129

EP  - 138

TI  - Students’ Acceptance of Mobile Augmented Reality Applications in Primary and Secondary Biology Education

T2  - International Journal of Cognitive Research in Science, Engineering and Education

VL  - 10

ER  -

TY  - JOUR

AB  - Several groups developed in the last years augmented and virtual reality (AR/VR) software to visualize 3D molecules, most rather static, limited in content, and requiring software installs, some even requiring expensive hardware. We launched in 2020 moleculARweb (https://molecularweb.epfl.ch), a website that offers interactive content for chemistry and structural biology education through commodity web-based AR that works on consumer devices like smartphones, tablets and laptops. Among thousands of users, teachers increasingly request more biological macromolecules to be available, a demand that we cannot address individually. Therefore, to allow users to build their own material, we built a web interface where they can create online AR experiences in few steps starting from Protein Data Bank, AlphaFold or custom uploaded structures, or from virtual objects/scenes exported from the Visual Molecular Dynamics program, without any programming knowledge. The web tool also returns WebXR sessions for viewing and manipulating the models in WebXR-compatible devices including smartphones, tablets, and also immersive VR headsets with WebXR-capable browsers, where models can be manipulated even with bare hands when supported by the device. The tool is accessible for free at https://molecularweb.epfl.ch/pages/pdb2ar.html.

AU  - Cortés Rodríguez, Fabio

AU  - Dal Peraro, Matteo

AU  - Abriata, Luciano A.

DA  - 2022/7//

DO  - 10.1016/j.jmgm.2022.108164

KW  - Augmented reality

KW  - Metaverse

KW  - Molecular graphics

KW  - Molecular modeling

KW  - Science communication

KW  - Stem education

KW  - Virtual reality

KW  - Web programming

KW  - webXR

PB  - Elsevier Inc.

PY  - 2022

TI  - Online tools to easily build virtual molecular models for display in augmented and virtual reality on the web

T2  - Journal of Molecular Graphics and Modelling

VL  - 114

ER  -

TY  - JOUR

AB  - Studying biochemical pathways can be challenging. Frequently, students rely on rote memorization to memorize the steps in metabolic pathways instead of having a deeper understanding of their functions, the reactions involved, and the inter-relationship between different metabolic pathways. In our project, we developed various bite-sized e-learning modules to facilitate students’ learning of carbohydrate metabolism. These modules were presented using different methods, including animations, manga, and interactive exercises. Students spent less than 5 min completing each module to allow them to be more focused and engaged. Memory cues were used to improve students’ understanding of the chemical reactions involved and thus facilitated memorization. Additionally, the pathways of carbohydrate, protein, and nucleotide metabolism were grouped together in a metro map to facilitate knowledge integration. This representation enabled students to correlate pathways in carbohydrate metabolism to other metabolic pathways and to get an overview of how common metabolites were involved in multiple pathways. © 2023 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.

AU  - Lee, K Y R

AU  - Ng, Y N B

AU  - Chen, M D

DO  - 10.1021/acs.jchemed.3c00688

IS  - 10

KW  - Biochemistry

KW  - Bite-Sized Learning

KW  - Carbohydrate Metabolism

KW  - Metabolic Pathway

KW  - Microlearning

PB  - American Chemical Society

PY  - 2023

SP  - 3974

EP  - 3980

TI  - Development of a Bite-Sized Visual Interactive Study Aid for Carbohydrate Metabolism

T2  - Journal of Chemical Education

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85174906563&doi=10.1021%2facs.jchemed.3c00688&partnerID=40&md5=180682d53bec9a4e81e9e3d38d59597c

VL  - 100

ER  -

TY  - JOUR

AB  - Interest in virtual reality (VR) for teaching and learning in higher education is growing, given its many potential applications. VR offers a socially interactive environment with novel ways to engage students with materials, objects, and activities and provide students with experiences such as “field trips” that would be otherwise very difficult. Preliminary work indicates overall positive gains in student learning across disciplines compared to other technology and traditional techniques, although more studies are needed to better our understanding of this tool. We employed an “immersive” VR (with a head-mounted display) in an online course which provided students with the opportunity to interact with peers and engage in activities. We asked about perceptions of the learning experience with the technology and how using VR impacts students’ performance. We also noted the benefits and challenges of VR in an online course. Students perceived VR as a helpful component of the course, although performance on the cardiovascular unit assessment did not differ compared to the previous semester without VR. © 2023, The Author(s).

AU  - Majewska, A A

AU  - Vereen, E

DO  - 10.1007/s41979-023-00095-9

IS  - 3

KW  - HBCU

KW  - Non-major

KW  - Oculus headset

KW  - Remote learning

KW  - Undergraduate

KW  - VR

PB  - Springer Nature

PY  - 2023

SP  - 480

EP  - 495

TI  - Using Immersive Virtual Reality in an Online Biology Course

T2  - Journal for STEM Education Research

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159286443&doi=10.1007%2fs41979-023-00095-9&partnerID=40&md5=24fd210fc5742bd72ed3cc522ac4cd33

VL  - 6

ER  -

TY  - JOUR

AB  - While recognizing the vital role of teachers in augmented reality (AR) integration, a noticeable literature gap exists regarding how science educators address challenges related to technology, pedagogy, and content during AR instructional design and implementation. Conducted in a secondary school in Taiwan, this study addressed this gap by conducting a qualitative single-case analysis of a science teacher’s integration of AR technology into her biology lessons. The teacher’s pedagogical reasoning and action processes were observed and analyzed over 10 weeks, with a focus on micro-level exploration across two iterations of pedagogical analysis, design, implementation, reflection, and revision. The primary data collection includes teacher interviews, supplemented by teacher reflective notes, lesson plans, teaching materials, researcher observations and field notes taken during the weekly, one-hour teacher learning community meetings, and the AR-integrated lessons, student assessment results, and feedback. The study was informed by both the Technology Integration Planning model and the Technological Pedagogical Content Knowledge framework. Data analysis techniques involved deductive coding and thematic analysis. The findings reveal the teacher’s developmental proficiency in AR, a reimagined depiction of AR-enhanced instructional content, a shift from didactic-based to inquiry-based teaching approaches, and an intertwined development of technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. This study provides valuable insights into how the educator became a pedagogical designer, overcame individual and contextual challenges, and leveraged reflective strategies to enhance biology lessons using AR technology, emphasizing technology’s potential to enrich pedagogy in science education. © 2023 by the authors.

AU  - Hsu, H.-P.

AU  - Cheah, Y H

AU  - Hughes, J E

DO  - 10.3390/educsci13111080

IS  - 11

KW  - Technological Pedagogical Content Knowledge

KW  - augmented reality

KW  - education with VR/AR/MR

KW  - pedagogical reasoning and action

KW  - professional development

KW  - science education

KW  - teacher learning

KW  - technology integration

PB  - Multidisciplinary Digital Publishing Institute (MDPI)

PY  - 2023

TI  - A Case Study of a Secondary Biology Teacher’s Pedagogical Reasoning and Action with Augmented Reality Technology †

T2  - Education Sciences

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85178278294&doi=10.3390%2feducsci13111080&partnerID=40&md5=791a12c4ab966f3325b1423fbe8486e8

VL  - 13

ER  -

TY  - JOUR

AB  - With Extended Reality (XR), it is possible to enhance our real-world experiences through a fusion of immersive and interactive technologies. In the present research, the researchers intended to study high school students' engagement in Biology learning in the context of XR. Fourteen tenth-grade students who learned the biological topics of the cell and the heart participated in the research. During the selection process, consideration was given to the students' readiness to participate in the program. The researchers collected data via interviews and observations. The interview questions were related to the four types of engagement: The behavioral, the cognitive, the emotional, and the social. The observations were used to triangulate the interview-based data. To analyze the data, the researchers used deductive and inductive content analysis. The research results indicated the XR context encouraged the participants to engage in four types of engagement: cognitive engagement (learning perception, learning assessment, learning regulation, learning application), emotional engagement (learning sufficiency, affection for learning, and learning motivation), social engagement (interaction and communication), and behavioral engagement (achievement and good classroom behavior). The observations results supported the results from the interviews. © 2013 IEEE.

AU  - Hmoud, M

AU  - Swaity, H

AU  - Karram, O

AU  - Shibli, H

AU  - Swaity, S

AU  - Daher, W

DO  - 10.1109/ACCESS.2023.3338176

KW  - Behavioral research

KW  - Behavioral science

KW  - Biological system modeling

KW  - Biological systems

KW  - Biology lesson

KW  - Computer aided instruction

KW  - Encodings

KW  - Engineering education

KW  - Extended reality

KW  - Extended reality (XR)

KW  - Higher School

KW  - Interview

KW  - Signal encoding

KW  - Student engagement

KW  - Students

KW  - X reality

KW  - biology lessons

KW  - high school

KW  - students' engagement

PB  - Institute of Electrical and Electronics Engineers Inc.

PY  - 2023

SP  - 137053

EP  - 137066

TI  - High School Students' Engagement in Biology in the Context of XR Technology

T2  - IEEE Access

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85179821172&doi=10.1109%2fACCESS.2023.3338176&partnerID=40&md5=80fb4a389db9c2a121d2c94d9ccdb5a5

VL  - 11

ER  -

TY  - JOUR

AB  - Field-based learning is central to education in the biogeosciences, but COVID-19 and perennial challenges of large classes, short class times, and crowded schedules make exploration of alternative tools for field education more urgent than ever. Augmented reality (AR) is one candidate, allowing students to visit sites on their own time using a mobile app that guides them through a field trip via geolocationally triggered audio, images, and other media. Research into AR’s pedagogical effectiveness is in its infancy, seldom directly comparing delivery of the same field learning activity via AR versus in person, or investigating AR’s pedagogical value beyond the cognitive domain. To address this gap, we developed an AR version of an existing forest ecology field trip to a Douglas fir forest remnant in Vancouver, British Columbia, in a large undergraduate biogeoscience course, and compared student experiences of both versions. The study showed that AR can overcome obstacles to effective field education in large courses and deliver significant pedagogical benefits compared to conventional field trips, including engagement, enjoyment, flexibility, accessibility, and learning supports. With effective instructions and technological contingency planning, AR can be an effective tool for geoscientific field education and help address some larger pedagogical issues facing higher education. © 2022 by American Association of Geographers.

AU  - Hewitt, N

AU  - Wood, S

AU  - Wilson, B

DO  - 10.1080/00330124.2022.2134151

IS  - 4

KW  - British Columbia

KW  - COVID-19

KW  - Canada

KW  - Vancouver [British Columbia]

KW  - augmented reality

KW  - biogeoscience education

KW  - environmental education

KW  - experiential learning

KW  - field trips

KW  - forest ecosystems

KW  - learning

KW  - mobile phone

KW  - technological development

PB  - Routledge

PY  - 2023

SP  - 577

EP  - 590

TI  - Ecosystem Education with Augmented Reality: A Flexible Tool for In-Field Learning

T2  - Professional Geographer

UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85143270197&doi=10.1080%2f00330124.2022.2134151&partnerID=40&md5=e8052b24d2d8b3ae65608b9fd603a5e5

VL  - 75

ER  -

TY  - JOUR

AB  - This research aims to determine how the use of Augmented Reality technology propiciates learning achievements through generate emotions in students. The metodology used for development of this research was the selection and application of ARToolKit open-source software, specialized in augmented reality implementation, after that, we implemented a 3D model on the topic “Cell Biology” developed in “Unity3D”. A Likert scale test according to main emotions is applied to a sample of 50 students selected through simple random sampling from a total population of 100 students. The sample is divided into two groups, 25 students for the experimental group and 25 students for the control group. In experimental group, Augmented Reality will be used during three learning sessions. In control group Augmented Reality is not used. In both cases the Likert scale test will be applied after each learning session. At the end of the three learning sessions, a competency-based evaluation is applied according to selected criteria. The results show that 80% of the 25 students in the experimental group improved their academic performance with respect to the control group, which maintained a standard average academic performance of 50%. In conclusion, we can say that the use of Augmented Reality technology in the development of sessions in teaching-learning process, generate emotions in students who are enable to improve their learnings.

AU  - Maraza-Quispe, Benjamín

AU  - Alejandro-Oviedo, Olga Melina

AU  - Llanos-Talavera, Kelly Shirley

AU  - Choquehuanca-Quispe, Walter

AU  - Choquehuayta-Palomino, Simón Angel

AU  - Caytuiro-Silva, Nicolas Esleyder

DA  - 2023/1//

DO  - 10.18178/ijiet.2023.13.1.1780

IS  - 1

KW  - Augmented

KW  - e-learning

KW  - emotions

KW  - learning

KW  - reality

KW  - teaching

PB  - International Journal of Information and Education Technology

PY  - 2023

SP  - 56

EP  - 63

TI  - Towards the Development of Emotions through the Use of Augmented Reality for the Improvement of Teaching-Learning Processes

T2  - International Journal of Information and Education Technology

VL  - 13

ER  -

TY  - JOUR

AB  - The current study examined the difference in students’ biology learning outcomes based on gender following the implementation of Augmented reality (AR). A gender equality study is useful as a foundation for establishing gender-sensitive learning. Gender equality promotes higher productivity and development outcomes, therefore it has favorable effects on economic and technological growth, as well as social fairness. We administered a quasi-experimental non-equivalent pretest-posttest control group design. The research population is all of class X public high school in Pamekasan Regency, Indonesia. The research samples were 56 senior high school students in class X. The classes that will be used as research samples are first tested for equality. The equivalence test analysis will use analysis of variance (ANOVA) by utilizing the SPSS 23.00 for windows program. Participants’ learning outcomes were measured using an essay test. The revised Blooms taxonomy indicators were used as the reference to construct the tests. The test covered the indicators of applying (C3), analyzing (C4), and synthesizing (C5). The participants’ answered were evaluated using a 4-point scale rubric adopted from Hart. One-way ANCOVA (analysis of covariance) was performed, involving the pretest scores as the covariate. The results showed that there was no difference in biology learning outcomes between male and female students involved in this study (p>0.05). These findings demonstrate that the implementation of augmented reality can close the gender gap in biology education. Augmented reality can be a solution to improve the learning environment in biology classrooms and facilitate gender-based learning demands.

AU  - Tamam, Badrud

AU  - Corebima, Aloysius Duran

DA  - 2023/12//

DO  - 10.11591/ijere.v12i4.25645

IS  - 4

KW  - Augmented reality

KW  - Gender

KW  - Learning results

PB  - Institute of Advanced Engineering and Science

PY  - 2023

SP  - 2157

EP  - 2164

TI  - Implementing augmented reality to improve students’ biology learning outcomes: Gender-based effect

T2  - International Journal of Evaluation and Research in Education

VL  - 12

ER  -

TY  - JOUR

AB  - Today’s teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers’ perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers’ opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students’ learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.

AU  - Schmidthaler, Eva

AU  - AnÄ‘ic, Branko

AU  - Schmollmüller, Mathias

AU  - Sabitzer, Barbara

AU  - Lavicza, Zsolt

DO  - 10.7160/eriesj.2023.160203

IS  - 2

KW  - Augmented reality

KW  - STEM

KW  - biology

KW  - education

KW  - mobile learning

KW  - secondary school

PB  - Czech University of Life Sciences Prague

PY  - 2023

SP  - 113

EP  - 127

TI  - MOBILE AUGMENTED REALITY IN BIOLOGICAL EDUCATION: PERCEPTIONS OF AUSTRIAN SECONDARY SCHOOL TEACHERS

T2  - Journal on Efficiency and Responsibility in Education and Science

VL  - 16

ER  -

TY  - JOUR

AB  - The purpose of the current study is to enhance students’ literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students’ literacy and numeracy to a satisfactory level.

AU  - Cahyana, Ucu

AU  - Luhukay, Jack Roland

AU  - Lestari, Ika

AU  - Irwanto, Irwanto

AU  - Suroso, Jarot S.

DO  - 10.3991/ijim.v17i16.42377

IS  - 16

KW  - augmented reality (AR)

KW  - game-based learning (GBL)

KW  - numeracy

KW  - science literacy

PB  - International Association of Online Engineering

PY  - 2023

SP  - 4

EP  - 15

TI  - Improving Students’ Literacy and Numeracy Using Mobile Game-Based Learning with Augmented Reality in Chemistry and Biology

T2  - International Journal of Interactive Mobile Technologies

VL  - 17

ER  -

TY  - JOUR

AB  - We present here two accessible ways for enhanced understanding of complex biological structures and their function in undergraduate Biology and Biochemistry classrooms. These methods can be applied for in-class instruction as well as for remote lessons, as they are cheap, easily available and easy to implement. LEGO® bricks and MERGE CUBE based augmented reality can be applied to make three-dimensional representation for any structure available on PDB. We envisage these techniques to be useful for students when visualizing simple stereochemical problems or complex pathway interactions.

AU  - Agrawal, Swati

AU  - Austin, Shane

DA  - 2023/7//

DO  - 10.1002/bmb.21734

IS  - 4

KW  - LEGO® bricks

KW  - MERGE CUBE

KW  - PDB

KW  - augmented reality

KW  - biomolecular visualization

KW  - molecular models

KW  - online macromolecular museum

PB  - John Wiley and Sons Inc

PY  - 2023

SP  - 439

EP  - 445

TI  - An idea to explore: Augmented reality and LEGO® brick modeling in the biochemistry and cell biology classroom-two tactile ways to teach biomolecular structure—Function

T2  - Biochemistry and Molecular Biology Education

VL  - 51

ER  -

TY  - JOUR

AB  - In higher education institutions (HEI), particularly in biology and medical education, the use of 3D animation, virtual reality, and simulation offers great potential in terms of enhancing learning and engaging students. Higher education researchers are still investigating virtual reality’s possibilities and outcomes in various fields. This study focuses on the effects of 3D gamification using an Artificial Intelligence integrated Internet of Medical Things (AIoMT) implemented with virtual reality application for biology and medical students to learn about the human brain. Nowadays, both theoretical and practical education frequently incorporate virtual reality and augmented reality. Virtual tours of the human body’s systems are offered to biology students so that they may comprehend such systems’ functions. This study focuses on the use of 3D animation, virtual reality, and simulation in medical education, with a specific focus on the effects of a 3D gamification app using the Internet of Medical Things (AIoMT) on medical professionals’ passion for learning. This study uses the ARCS model and SEM analysis to examine the impact of virtual reality on students’ motivation and learning. The results show that virtual reality positively impacts motivation and the understanding of the concept-to-execution process through practice and simulation-based training. To assess how well students are learning, what they are analyzing, and how well they can understand the objects of analysis, a 3D-simulation-based and user-feedback-based design has been developed using the proposed research methodology. According to this article’s findings, a smartphone app that uses virtual reality can help medical professionals better understand the concept-to-execution process through practice. VR simulation-based training, as well as Biology teachers or medical colleges, can offer high-definition 3D VR models rather than organs in jars to understand the human anatomy and its functions more experientially and effectively.

AU  - Kumar, Abhishek

AU  - Saudagar, Abdul Khader Jilani

AU  - Alkhathami, Mohammed

AU  - Alsamani, Badr

AU  - Khan, Muhammad Badruddin

AU  - Hasanat, Mozaherul Hoque Abul

AU  - Ahmed, Zakir Hussain

AU  - Kumar, Ankit

AU  - Srinivasan, Bhavana

DA  - 2023/2//

DO  - 10.3390/electronics12040835

IS  - 4

KW  - 3D animation

KW  - AIoMT

KW  - ARCS

KW  - ICT

KW  - gamification

KW  - virtual reality simulation

PB  - MDPI

PY  - 2023

TI  - Gamified Learning and Assessment Using ARCS with Next-Generation AIoMT Integrated 3D Animation and Virtual Reality Simulation

T2  - Electronics (Switzerland)

VL  - 12

ER  -

TY  - JOUR

AB  - The purpose of this study is to enhance online biology learning with mobile augmented reality (AR) applications and to assess the impact of mobile AR applications on students’ motivation, self-efficacy, and attitudes toward biology learning. Students were interviewed, and the usefulness of mobile AR applications was evaluated using a quasi-experimental pretest–posttest approach. The study group consists of 71 high school students, 26 in the control group and 45 in the experimental group, attending a public high school in the Western Black Sea Region of Turkey during the academic year 2020–2021. The self-efficacy ratings of the experimental group of students who participated in mobile AR-based biology learning were statistically higher than those of the control group after a 12-week trial. However, there were no statistically significant differences between experimental and control group students’ motivation and attitudes toward biology learning. In addition, as a result of student interviews, mobile AR applications were deemed innovative, non-distracting, successful in knowledge acquisition, engaging, intriguing, and entertaining, boosting information retention, concretizing the subject, and facilitating learning.

AU  - Ciloglu, Tahsin

AU  - Ustun, Ahmet Berk

DA  - 2023/6//

DO  - 10.1007/s10956-023-10030-7

IS  - 3

KW  - Attitude

KW  - Augmented reality

KW  - Mobile learning

KW  - Motivation

KW  - Online learning

KW  - Self‐efficacy

PB  - Springer Science and Business Media B.V.

PY  - 2023

SP  - 309

EP  - 337

TI  - The Effects of Mobile AR-based Biology Learning Experience on Students’ Motivation, Self‐Efficacy, and Attitudes in Online Learning

T2  - Journal of Science Education and Technology

VL  - 32

ER  -

TY  - JOUR

AB  - As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality application designs. Based on an extensive literature review followed by focus group discussions with experts, the evaluation matrix combines domain-specific aspects, technical features, and subject and media didactical principles to determine seven select parameters. This ensures adequate coverage of the broad range of key considerations in the development of augmented reality technology for science and engineering teaching. Through cluster analysis, two groups of applications could be identified. The first group comprises applications whose development was more technology-driven. Applications in the second group take more didactic criteria into account and are to be considered more holistically from an instructional perspective. No correlation could be observed between the design of the AR application and the intended learning effects. The parameters derived for the evaluation matrix contribute to specifying relevant criteria for the development of AR applications.

AU  - Czok, Valerie

AU  - Krug, Manuel

AU  - Müller, Sascha

AU  - Huwer, Johannes

AU  - Kruse, Stefan

AU  - Müller, Wolfgang

AU  - Weitzel, Holger

DA  - 2023/9//

DO  - 10.3390/educsci13090926

IS  - 9

KW  - augmented reality

KW  - cluster analysis

KW  - engineering teaching

KW  - game-based learning

KW  - science education

KW  - science teaching

KW  - subject didactics

PB  - Multidisciplinary Digital Publishing Institute (MDPI)

PY  - 2023

TI  - A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching

T2  - Education Sciences

VL  - 13

ER  -

TY  - JOUR

AB  - The novel coronavirus (COVID-19) pandemic is rampant around the world, and teachers and students are unable to attend physical classes in the midst of a serious outbreak. This study aims to design a user-friendly, educational chatbot application interface that can be used as an after-school self-learning tool for students to enhance their interest and comprehension and increase the effectiveness of their learning at home. The system adopts the Chatfuel platform as the core interface and incorporates augmented reality technology to build a chatbot that allows users to interact with it after they have logged in to Facebook. The content is based on the biology subject of the first year of junior high school and is integrated into the online teaching with augmented reality teaching materials. A user survey is conducted to understand students’ attitudes towards learning biology with the aid of the ARCS motivation model, with 102 valid questionnaires received. The results show that the AR-based chatbot system developed in this study significant influenced the indicators in the ARCS motivation model; therefore, the intention to use the system is presumed to result in a noticeable increase in student learning outcomes when using the system. Accordingly, this study proposes new online learning tools for students to use at home during the pandemic, and the system also provides references for the future development and modification of educational chatbots.

AU  - Chuang, Chi Hung

AU  - Lo, Jung Hua

AU  - Wu, Yan Kai

DA  - 2023/1//

DO  - 10.3390/electronics12010222

IS  - 1

KW  - ARCS (Attention Relevance Confidence and Satisfaction) model

KW  - augmented reality

KW  - chatbot

KW  - e-learning

PB  - MDPI

PY  - 2023

TI  - Integrating Chatbot and Augmented Reality Technology into Biology Learning during COVID-19

T2  - Electronics (Switzerland)

VL  - 12

ER  -

TY  - JOUR

AB  - The main objective of this study is the design and validation of an educational methodological model based on the use of immersive technological resources (Augmented Reality – AR) to improve learning processes in secondary education science subjects (Biology and Geology). The process was developed based on three main quantitative studies: an exploratory study, a study of performance divided into three cases studies, and an attitudinal study. The information obtained was completed with a fourth qualitative study of the training of teachers who participate in educational technology. This research provides empirical evidence that allows validation of the methodological model developed to explain key concepts and to improve the level of motivation and acceptance of AR technology by students. The proposed model can induce improvements in educational processes in the field of STEAM when used with an immersive AR technological resource and an adapted digital evaluation system. It also demonstrates that teachers require specific training in connection with the creation and the adequate use of AR educational resources, and of digital evaluation systems as well. The results of this study have important implications for the field of education, demonstrating the potential of AR technology to improve learning outcomes and the need for teacher training in its use

AU  - Delgado-Rodríguez, Santiago

AU  - Domínguez, Silvia Carrascal

AU  - Garcia-Fandino, Rebeca

DO  - 10.7821/naer.2023.1.1250

IS  - 1

KW  - AUGMENTED REALITY

KW  - EVALUATION METHODS

KW  - STEAM

KW  - TEACHER TRAINING

KW  - TEACHING METHODOLOGY

PB  - Universidad de Alicante

PY  - 2023

SP  - 19

EP  - 39

TI  - Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education

T2  - Journal of New Approaches in Educational Research

VL  - 12

ER  -


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