PECULIARITIES OF THE WORK OF THE GROUP "CREATING AUGMENTED REALITY" IN A REMOTE FORMAT
DOI:
https://doi.org/10.31110/2413-1571-2023-038-1-009Keywords:
augmented reality, distance learning, extracurricular training, augmented reality objectsAbstract
Formulation of the problem. Modern realities and crises make their adjustments in all areas of our lives, so distance learning is already familiar. To date, there are many publications by scientists, and teachers-practitioners on the organization of the educational process online, describing methods of teaching various disciplines, taking into account their specifics. However, little attention is paid to extracurricular work during distance learning, in particular the work of circles. Therefore, the purpose of the article is: to consider the peculiarities of the organization of the work of the circle "Creation of augmented reality" in the remote format of the general secondary education institution.
Materials and methods: methods of analysis and systematization of pedagogical, and methodological literature, generalization of the results of domestic and foreign experience on the use of immersive technologies in the educational process.
Results. The features of the organization of the work of the circle include stages. At the preparatory stage, we focus students' attention on the theoretical aspects of augmented reality: we introduce a definition of the concept of "immersive technology", characterize AR, VR, and MR, determine the advantages and disadvantages of their use in various areas of our lives, consider the features of mobile applications for AR. The next stage is familiarization with the principles of operation of augmented reality tools (AR technologies are rapidly developing and depend on built-in sensors (accelerometer, GPS, compass), and the quality of the objects being played depends on the camera and photo applications, the resource of internal memory for data processing and artificial intelligence through voice commands. The third stage is the practical part, which includes the independent development of augmented reality objects in various environments, in particular, in Unity 3D, Blender, etc., and work with pak tools (RealityKit, SceneForm, AR-Core, AR-Kit, Vuforia, etc.).
Conclusions. For effective work of the club in a remote format, it is necessary to create a learning environment and provide: the possibility of conducting online lessons (synchronously or asynchronously); access to thematic electronic educational materials; the ability to send materials to students and receive completed tasks; feedback and evaluation. The learning environment can be Google Classroom. The classes of the club focus on the peculiarities of working in the Unity and AR Core environments.
Downloads
References
REFERENCES (TRANSLATED AND TRANSLITERATED)
Matsokin, D. V., & Pakhomova, I.M. (2019) Vykorystannia tekhnolohii dopovnenoi realnosti pry vykladanni fizyky [The use of augmented reality technologies in teaching physics]. Problems of modern education – Problems of modern education. KhNU imeni V.N. Karazina, Kharkiv, 151-154. (in Ukrainian).
Matsokin, D. V., & Pakhomova, I.M. (2018) Dopovnena realnist v osvitnomu protsesi u pozashkilnyi chas za temoiu «Vynakhody Leonardo» [Augmented reality in the educational process in extracurricular time on the topic "Inventions of Leonardo"]. Electronic information resources: creation, use, access – Electronic information resources: creation, use, access, Sumy-Vinnytsia, 127 -132. (in Ukrainian).
Matsokin, D. V., & Pakhomova, I.M. (2019). Dystantsiinyi kurs «fizyka dlia vchyteliv» abo «innovatsiini iinstrumenty suchasnoho fizyka» [Distance course "physics for teachers" or "innovative tools of modern physics"]. Electronic information resources: creation, use, access – Electronic information resources: creation, use, access, Sumy/Vinnytsia, 127 -132. (in Ukrainian).
Matsokin, D. V., & Pakhomova, I.M. (2020). Platformy y mobilni dodatky dlia stvorennia ta vykorystannia kontentu iz tekhnolohiieiu dopovnenoi realnosti v osvitnomu protsesi [Platforms and mobile applications for creating and using content with augmented reality technology in the educational process]. Problems of modern education – Problems of modern education. Kharkiv, (11), 153-160. https://periodicals.karazin.ua/issuesedu/article/view/17672. (in Ukrainian).
Modlo, Ye. O., Yechkalo, Yu. V., Semerikov, S. O. & Tkachuk, V. V. (2017). Vykorystannia tekhnolohii dopovnenoi realnosti u mobilno oriientovanomu seredovyshchi navchannia VNZ [The use of augmented reality technology in a mobile-oriented learning environment of higher education institutions]. Scientific notes – Scientific notes, 11 (1), Kropyvnytskyi. 93–100. (in Ukrainian).
Orhanizatsiia dystantsiinoho navchannia v shkoli [Organization of distance learning at school]. https://uahistory.co/lesson/organization-remote-teaching-at-school-methodical-recommendations/3.php. (in Ukrainian).
Sokoliuk, O.M., & Slobodianyk, O.V. (2022) Zastosuvannia tekhnolohii dopovnenoi realnosti u protsesi navchannia fizyky [Application of augmented reality technology in the process of teaching physics]. In: Materialy vseukrainskoi vebkonferentsii «Teoriia i praktyka tsyfrovoho navchannia v suchasnykh zakladakh osvity» – Theory and practice of digital learning in modern educational institutions. Vinnytskyi derzhavnyi pedahohichnyi universytet imeni Mykhaila Kotsiubynskoho, m. Vinnytsia, Ukraina. (in Ukrainian).
Soroko, N.V. (2021). Imersyvni tekhnolohii dlia pidtrymky STEAM-pidkhodu v zakladi zahalnoi osvity [Immersive technologies to support the STEAM approach in a general education institution]. Naukova shkola akademika Ivana Ziaziuna u pratsiakh yoho soratnykiv ta uchniv – Academician Ivan Zyazyun's scientific school in the works of his associates and students: materialy VII naukovo-praktychnoi konferentsii (25-26 travnia 2021 roku) NTU «KhPI», Kharkiv, 217-220. (in Ukrainian).
Slobodianyk, O.V. (2022). Dopovnena realnist v pozaurochnii roboti (pidhotovchyi etap) [Augmented reality in extracurricular work (preparatory stage)]. Immersive technologies in education – Immersive technologies in education. 152-157. (in Ukrainian).
Becker, S.A., Brown, M., Dahlstrom, E.,Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018). NMC Horizon Report: 2018 Higher Education Edition.EDUCAUSE: Louisville, KY, USA.
Giasiranis, S., & Sofos, L. (2016). Production and Evaluation of Educational Material Using Augmented Reality for Teaching the Module of «Representation of the Information on Computers» in Junior High School. Creative Education, 7, 1270-1291. http://doi.org/10.4236/ce.2016.79134
Hrybiuk, O. (2020). Engineering in Educational Institutions: Standards for Arduino Robots as an Opportunity to Occupy an Important Niche in Educational Robotics in the Context of Manufacturing 4.0, in: Proceedings of the 16th International Conference on ICT in Education, Research and Industrial Applications. Integration, Harmonization and Knowledge Transfer, 27-32, 770-785.
Hsin-Kai, Wu, Lee, Silvia Wen-Yu, Changc, Hsin-Yi, Liang, Jyh-Chong (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62(1), 41-49. https://www.learntechlib.org/p/132254
Klopfer, E., & Squire, K. (2007). Environmental Detectives — the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203-228. http://doi.org/10.1007/s11423-007-9037-6
Lee, K. (2012). Augmented Reality in Education and Training. Techtrends Tech Trends, 56, 13–21. https://doi.org/10.1007/s11528-012-0559-3
Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented Reality: An Overview and Five Directions for AR in Education. Educational Technology Development and Exchange, 4, 119-140.
Zhu, Y., Ye, H., &Tang, S. (2017). Research on the Communication Effect of Augmented Reality Technology in Electronic Publications among Youth-A Case Study of “Augmented Reality Interactive Science Reading”. Advances in Applied Sociology, 7, 305-318. https://doi.org/10.4236/aasoci.2017.78019.
Downloads
Published
How to Cite
License
Copyright (c) 2023 Ольга Слободяник
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
