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THERE ARE ALSO VR-IMPLICATIONS ON STUDENT CREATIVITY-STUDY GUIDE ARLOOPA, 3DEABEAR, COSPACE
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SKILLS FOR THE FUTURELoading...
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The problem with some school subjects is that students are asked to imagine certain concepts, such as geography or chemistry, and to be honest, not all children have imaginative qualities no matter how well a description is made. The basic idea is that starting from this problem, it has become necessary to identify new methods, strategies and tools to make children really understand what they are learning: about the solar system, or the formation of the seasons, etc.
AR or augmented reality causes unique learning experiences, learning is long-lasting, and students become excited to discover new information.
AR or augmented reality causes unique learning experiences, learning is long-lasting, and students become excited to discover new information.
Augmented Reality (AR) is an extension of Virtual Reality (VR). By contrast to traditional VR, AR provides a seamless interface for users that combines both the real world and the virtual world. Users can interact with virtual objects that are interposed on real scenes around them and obtain the most natural and genuine human–computer interaction experience. Only a computer and a camera are needed to construct a local AR environment. The camera detects markers within its vision and then presents the scene it captures and the corresponding virtual objects represented by the markers simultaneously on the computer screen. Users can move the markers to interact with the interposed virtual objects. In the three Horizon Reports released during 2010–2012, the New Media Consortium predicted that Augmented Reality will be applied on a large scale in the near future (Johnson et al., 2012, Johnson et al., 2010, Johnson et al., 2011).
Developing rapidly, AR is best applied in two situations:
- When the phenomenon cannot be simulated in reality, such as the solar system in the “book of the future” (Cai, Wang, Gao and Yu, 2012).
-When real experiments have obvious shortcomings, such as the convex imaging experiment (Cai, Chiang and Wang, 2013), because it is dangerous to keep a lighted candle in a classroom.
- When the phenomenon cannot be simulated in reality, such as the solar system in the “book of the future” (Cai, Wang, Gao and Yu, 2012).
-When real experiments have obvious shortcomings, such as the convex imaging experiment (Cai, Chiang and Wang, 2013), because it is dangerous to keep a lighted candle in a classroom.
In this project, the democratic choice of activities materialized in the vote given by each partner and then receiving the answer with the most options. In the case of the proposed activities for the use of virtual reality activities in the classroom, the winners were
1. COSPACE
2. ARLOOPA
3.3DBEAR
4 QUIVER
1. COSPACE
2. ARLOOPA
3.3DBEAR
4 QUIVER
This study mainly focuses on the supplemental learning effect of AR-based learning tools in a diversity of course. abstract. learning process. The questionnaire primarily surveys students’ learning attitudes toward this AR learning tool.
The main purpose behind technology integration is to improve the teaching and learning process. Augmented reality (AR) is a new instructional tool in the educational field
The main purpose behind technology integration is to improve the teaching and learning process. Augmented reality (AR) is a new instructional tool in the educational field
Ghenea Simona, Colegiul Național ”Elena Cuza”, Craiova, Romania
ARLOOPA LESSONS