| 书目名称 | Smart Mobile Communication & Artificial Intelligence | | 副标题 | Proceedings of the 1 | | 编辑 | Michael E. Auer,Thrasyvoulos Tsiatsos | | 视频video | | | 概述 | Is the proceedings of the 15th International Conference on Interactive Mobile Communication Technologies and Learning.Covers aspects of mobile learning as well as emergence of mobile communication tec | | 丛书名称 | Lecture Notes in Networks and Systems | | 图书封面 |  | | 描述 | .Interactive mobile technologies are today the core of many—if not all—fields of society. Not only the younger generation of students expects a mobile working and learning environment. And nearly daily new ideas, technologies, and solutions boost this trend...To discuss and assess the trends in the interactive mobile field are the aims connected with the 15th International Conference on Interactive Mobile Communication, Technologies, and Learning (IMCL2023), which was held 9–10 November 2023...Since its beginning in 2006, this conference is devoted to new approaches in interactive mobile technologies with a focus on learning. Nowadays, the IMCL conferences are a forum of the exchange of new research results and relevant trends as well as the exchange of experiences and examples of good practice. .Interested readership includes policy makers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning Industry, further education lecturers, etc.. | | 出版日期 | Conference proceedings 2024 | | 关键词 | Interactive Mobile Technologies; Mobile Communication; Mobile Learning; Lifelong Learning; Virtual Envir | | 版次 | 1 | | doi | https://doi.org/10.1007/978-3-031-54327-2 | | isbn_softcover | 978-3-031-54326-5 | | isbn_ebook | 978-3-031-54327-2Series ISSN 2367-3370 Series E-ISSN 2367-3389 | | issn_series | 2367-3370 | | copyright | The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl |
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The Use of Augmented Reality in Teaching History to Primary and Secondary-School Students in Formal |
Christopher Tripoulas,George Koutromanos |
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The aim of this systematic literature review was to examine relevant journal publications regarding the use of Augmented Reality (AR) to teach the subject of History to primary and secondary school students in both formal and informal learning environments. Following an initial search that yielded 21,979 results, 14 journal articles were included in the final analysis. These covered a diverse range of historical settings using technology relying mostly on smart phones, tablets, but also other handheld devices, projectors, and manipulatives enabling tactile learning and embodied instruction. Approximately one–third of the studies did not include references to learning theories or pedagogical backgrounds, while learning outcomes highlighted increased student comprehension, motivation, enjoyment, and positive attitudes. Although AR is not as widely used to teach History as some other subjects, the findings indicate that it could have a positive impact, transforming perceptions of the subject and practices associated with its teaching. The comparatively limited number of AR history studies necessitates further research marked by wider selection criteria and longitudinal studies to trac
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Examining Augmented Reality Smart Glasses Acceptance by In-Service Teachers |
Georgia Kazakou,George Koutromanos |
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This study examined the acceptance of Augmented Reality Smart Glasses (ARSGs) by 123 primary and secondary education teachers. The theoretical framework of the TAM and the variables of facilitating conditions and social influences of the UTAUT were used. The study was conducted in two phases: the first remotely, where teachers created their own AR objects, and the second in person, where teachers used two types of ARSGs devices to project their own AR learning resources and interact with AR applications. The study found that the TAM can be used as a valid model to explain the acceptance of ARSGs by teachers in their classroom. Also, it was found that attitude, perceived ease of use, and perceived usefulness affected teachers’ intention to use ARSGs. Moreover, the two variables of the UTAUT (i.e., facilitating conditions and social influence) did not influence teachers’ intention. These results have implications for schools as well as for educational policy regarding the use of ARSGs in teaching.
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The Design and Evaluation of an Augmented Reality History Textbook for Primary Education |
George Koutromanos,Christopher Tripoulas,Maria Pappa |
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The aim of this study was the design and evaluation of an Augmented Reality (AR) textbook for the teaching of History to primary school students. The contents of the AR textbook were designed via a review of the literature, study of school textbooks and curricula regarding the subject of History, and opinions of experienced teachers. After being evaluated for usability and content by teachers and students in a pilot study, the final version of the AR textbook was evaluated by 60 teachers by examining its acceptance. Results indicated that future use of the AR textbook by teachers was dependent on them perceiving it to be useful in their teaching, possess greater advantages compared to other technologies, and feature conditions facilitating its use. The AR textbook was implemented in real learning conditions, where 65 students expressed positive perceptions regarding it, as well as their desire to use it again in the future. The factors that affected the use of the AR textbook were technical problems related to tablets and the Internet. On the contrary, students’ collaboration in groups and teachers’ positive attitudes toward digital technologies and AR in education contributed to t
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Unleashing the Potential: A Holistic Approach to Adaptive Learning in Virtual Reality |
Yahya Elghobashy,Nada Sharaf,Slim Abdennadher |
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This paper presents a pioneering integrated framework and design guidelines for adaptive learning in Virtual Reality (VR), a novel intersection of diverse fields from pedagogical strategies, adaptive models, design elements, and tech considerations. Informed by a comprehensive review of 271 papers, we’ve crafted a unique interdisciplinary framework that caters to individual dynamic learner profiles, UI/UX, learning gamification, learner analytics, and adaptive model effectiveness. While primarily theoretical, this research serves as a robust foundation for future advancements in adaptive VR educational tools and sets a course for practical assessments. Our thorough study contributes significantly to education and HCI fields, potentially revolutionizing how we approach education and learning experiences.
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VR as a Tool for Enhancing Public Speaking Skills |
Aurelia Ciupe,Claudia Maraciuc,Bogdan Orza |
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This paper presents a virtual reality (VR) prototype aimed at improving public speaking skills and managing glossophobia. By making use of a Head-Mounted Display (HMD) and VR technology, the application collects ocular metrics such as the origin and direction of gaze, and the pupil’s diameter within a VR framework, where the presenter can practice public speaking scenarios. Continuous gaze at a single point triggers warning messages, in turn, helping to improve presenter-audience interaction. Developed in Unity, the application uses Virtual Reality System (VIVESR), and TobiiXR software development kits (SDKs), operating within an HTC VIVE Pro Eye hardware environment. Analyzing presenters’ eye-movements and offering real-time audience feedback aims to enhance their public speaking skills, help adapt to “standing” presentation contexts, manage public speaking apprehension, and bolster self-confidence.
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Collaborative Virtual Reality Environment Structural Model Development for Higher Education Remote L |
Evija Cibuļska,Katrina Boločko |
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The modern education environment has been facing multiple technological and social challenges in recent years. Due to recent global events such as the COVID-19 pandemic, multiple rising technologies such as Virtual Reality and Artificial Intelligence solutions have been introduced as an alternative to traditional learning methods. At the higher education level, universities are now looking for solutions that could modernize the ever-changing learning environment as well as digitalize already existing educational content, find ways to make study courses more understandable and contextually adaptable to each individual student and their learning style. The goal of this research is an in-depth assessment of development tools for collaborative Virtual Reality Environment (VRE) design and evaluation of the technological limitations and challenges for the implementation of remote laboratories in higher education. A remote laboratory is an interactive digital solution for collaborative work within a virtual classroom. Collaborative VRE can provide an inclusive and immersive learning experience, however, extensive research into the necessary tools and functionality is needed for the develo
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Educators’ Ability to Use Augmented Reality (AR) for Teaching Based on the TARC Framework: Evidence |
Stavros A. Nikou,Maria Perifanou,Anastasios A. Economides |
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Augmented Reality (AR) can enhance learning experience by offering various benefits to learners. However, its integration in classroom practice remains challenging and one reason of this is the lack of teachers’ AR competences. The Teachers’ AR Competences (TARC) framework defines the main AR competences that educators should have in order to successfully employ AR in their teaching: Creating, Using and Managing AR resources. The current study, building upon the TARC framework, aims to examine the effect of the TARC components of Creation and Management to the educators’ ability to Use AR in class. It is the first study that investigates the impact of the educators’ AR competences on their ability to use AR in classes. Moreover, while studies for primary and secondary teachers’ AR skills exist, this is the first study that explores also university lecturers’/professors’ ability to use AR in classes. A survey was conducted with 150 educators around the globe. Regression analysis revealed that the Creation and the Management competences significantly predict university lecturers’/professors’ and primary/secondary school teachers’ ability to Use AR in their classes. Study findings dee
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Work-in-Progress: Teaching Autistic Children Arabic Letters Using Augmented Reality Technology |
Mariam Sadek Kottb,Nada Sharaf |
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The aim of this study is to aid and encourage autistic children to learn the Arabic alphabet with supervision of their mentors and instructors. This is done by creating a mobile AR application, LearnIT, which shows the Arabic alphabet letter visualized as an overlaid augmented object whose name begins with the letter on the given flashcards. LearnIT provides animations and sound effects related to the 3D objects in an attempt to boost the children’s enthusiasm for learning and memorizing the alphabet as proven in many studies that using animations in education is one of the most powerful instructional tool for teaching individuals with special needs. The evaluation metrics that will be used to test the effectiveness of LearnIT in the study are computational assessment and engagement questionnaire. The computational assessment will be done by matching the correct letter that corresponds with a visualized 3d object and its related word. While the other evaluation tool targets the child’s caregiver by providing a questionnaire that assess the child’s level of engagement and experience while using LearnIT.
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Implementation of Augmented Reality in Military Higher Education; Exemplified by the Study of the Ya |
Ecaterina Liliana Miron,Liviu Gaina,Mihai Alin Meclea,Mihai Miron |
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This paper, although not a report, presents one of the objectives of a project developed by four military universities in Europe. Following a survey of students from partner universities in the project, after the pandemic period, it was concluded that the existence of digital educational resources and teaching/learning methods adapted to online systems were not sufficiently developed at the institutional level of the four partners. The project was called Implementation of Digitalization in Defence Higher Education (DDHE) and through the development of the project’s objectives, augmented reality was introduced into the military educational system was achieved. The present paper describes the achievement of this objective and its method of application in the daily educational process, which is innovative for military higher education institutions. The introduction of augmented reality into the teaching/learning process routine should be followed by the creation of complete user guides which will help teachers and students to develop more AR applications.
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Synthetic Water Crystal Image Generation Using VAE-GANs and Diffusion Models |
Farah Aymen,Andreas Pester,Frederic Andres |
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In recent years, remarkable progress has been made in generative models, particularly in the fields of computer vision and natural language processing. The ability of generative models to generate new and diverse samples has resulted in a wide range of applications, such as image and video synthesis, text generation, and music composition. This study investigates generative modeling advances made using Variational Autoencoders (VAEs), Generative Adversarial Networks (GANs), and diffusion models. Although VAEs and GANs have been widely used for generative modeling tasks in the past, diffusion models have recently emerged as state-of-the-art models. This study provides a detailed analysis of each model, including its strengths and limitations, as well as its applications in image synthesis and video generation. Furthermore, this paper discusses recent developments in diffusion models such as denoising. Finally, this paper implements these proposed models to generate water crystal images.
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IblueCulture: A Real Time Virtual Reality Dry Dive System |
Apostolos Vlachos,Stelios Krinidis,Aristotelis Karavidas,Dimitrios Tzovaras |
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The oceans of the world hide many ancient and contemporary shipwrecks, that contain large cultural and archaeological treasures. Multiple projects are constantly being created, with Cultural Heritage as their focus, but this submerged wealth receives only a fraction of that attention. This occurs mostly due to the difficulty in approach and necessary manpower, equipment, and cost of multiple dives. The iblueCulture system offers an innovative solution to that problem, where, with a small number of total dives, the stakeholders of the site can have an accurate, live video stream of the shipwreck, for both monitoring and exploitation purposes. The system offers a real view of an underwater site and its immediate environs via a waterproof camera system and a detailed, premade 3D model that is constantly updated, as far as color and lighting are concerned, and can be reconstructed and updated live. The advantage of this system is this ability to match the user’s view with what a diver would see, at the same time, so that just as changes occur in the depths, they are represented in the 3D model. The system allows for repeat visits from multiple users, making it ideal for use in museums
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Teaching the Ba-Construction with Augmented Reality in Online Learning Environments |
Lulu Wang,Antigoni Parmaxi,Anna Nicolaou |
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The ba-construction is a unique but frequently used grammatical construction in the Chinese language. Understanding and using the ba-construction precisely and appropriately are the major hurdle of the grammatical difficulties to Chinese Foreign Language (CFL) learners. In face-to-face learning contexts, CFL teachers are inclined to use the Total Physical Response (TPR) method to help students understand the “disposing” nature of the ba-construction. Given the development of educational technology, formal CFL instructions have partly integrated online components or shifted toward online learning contexts. This study seeks to address the gap in the literature by examining whether Augmented Reality (AR) technology can facilitate online instructions of the Chinese ba-construction through its unique affordance. Furthermore, the study seeks to determine if CFL learners are more engaged in the AR-aided online instructions than others without the AR treatment. A between-groups quasi-experiment was designed involving 12 adult CFL learners. The results indicated a statistically significant difference in favour of the AR group related to learners’ explicit grammatical knowledge and pragmatic
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Exploring the Applications of QR Codes in STEM Subjects |
Evgenia Tsoukala,Ioannis Lefkos,Nikolaos Fachantidis |
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Despite the fact that QR codes are all around us, they do not easily find their way into the classroom, so it seems more than relevant to investigate the current situation. This paper describes the findings from a scoping literature review of the research published during the last decade on using QR Codes as a digital tool in STEM education. This review aims at providing a better understanding of the advantages and shortcomings of using QR Codes in STEM subjects, exploring some of the essential characteristics of the reviewed studies, like the targeted ages, the learning outcomes, the methodological approach, etc. Based on this review‘s findings, we can propose some points for future research concerning using QR codes in education, like the reasons for the observed decrease in research interest in recent years or a shift in the investigation towards the teachers’ views and acceptance of this technology. Moreover, there seems to be a need for in-depth investigations exploring the pedagogical aspects of this technology. The above findings are considered valuable not only for the application of QR codes but can be projected to m-learning in general.
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A Framework for Designing Gender Inclusive Mobile Learning Experiences |
Yevgeniy Lukhmanov,Asma Perveen,Mariza Tsakalerou |
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Mobile learning (m-learning) is education via portable devices like laptops and smartphones. Current guidelines for creating mobile learning environments cover technological, pedagogical, and social aspects but frequently neglect to include gender-specific considerations. This oversight can worsen the gender disparity in education, potentially leading to unequal opportunities and outcomes for learners of different genders.. This research aims to establish an action-oriented framework to enhance gender inclusivity in mobile learning..A survey involved 24 instructors from various disciplines. The survey examined course content, teaching methodologies, and assessment proce-dures for gender inclusivity. Statistical analysis utilized Bayesian credible inter-vals and Mann-Whitney U-tests.. The study reveals the current state of gender inclusivity in mobile learning among the surveyed instructors. Distribution histograms for each ques-tion are also presented, offering a more nuanced understanding of the data. This informed the creation of the actionable framework with eight key components.. The framework recommends focused educator training, development of inclusive materials and example
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Chat GPT Performance Evaluation Model for Learning |
Tereza Ivanova,Antonia Staneva,Daniela Borissova,Katia Rasheva-Yordanova |
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Artificial Intelligence has evolved significantly since its initial conception, and today is a widespread technology that finds applications in various sectors, including education. The emergence of Chat GPT provoked considerable interest both among ordinary users and among a number of researchers. In this regard, it is of interest to study the possibilities of Chat GPT to deal with challenges from the modern educational environment. For this purpose, Chat GPT is considered as an educational assistant, for which it is necessary to define performance indicators. In this report, two groups of performance indicators are defined in terms of Technical performance and Educational performance of Chat GPT in an educational environment. The determined indicators were used in the formulation of a mathematical model for the overall evaluation of the effectiveness of the use of Chat GPT in relation to the educational process. The applicability of the model is demonstrated using Chat GPT to solve specific tasks related to learning JavaScript in grade 12.
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Design Process and Initial Development of a Serious Game for Supporting the Personal Development of |
Georgina Skraparli,Lampros Karavidas,Irena Valantine,Inga Butiene,Monica Shiakou,Eva-Maria Albu,Stel |
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A Personal Development Manager (PDM) is an individual responsible for providing off-field support for the well-being, transition, and dual-career development of athletes. Using gamified digital tools, the GOAL4PDM initiative intends to provide the necessary information to anyone interested in becoming a PDM. Experts in the field have therefore created missions for a serious game to educate about the PDM‘s role. The expert team was provided with two design templates to ensure consistency and coherence. The first template is used to design a mission, including its name, description, list of tasks, and brief descriptions of each. Then, a task design template is provided for designing each individual task, which is primarily the player‘s interaction with an object, a non-player character, a questionnaire, or a minigame. Based on the supplied missions and tasks, an alpha version of the game focusing on one of the missions is created. Future stages include developing the remaining missions and implementing a save system to preserve the game‘s progress for users.
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Designing and Developing a Serious Game for Inclusion in Sports |
Lampros Karavidas,Georgina Skraparli,Angeliki Mavropoulou,Christina Evaggelinou,Sarah Townsend,Kiki |
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In mainstream sport there are several issues regarding gender equality and acceptance of several minority members such as LGBTQI+ members, elders or even disabled. The Inclusion in Sport (iSport) project plans to educate sporting event organizers on how to take more inclusive decisions. For this purpose, a narrative based, two-dimensional serious game was designed and developed. During the game the player has to answer quizzes that either make them rate incidents they encountered while playing the game or decide as if they were event organizers themselves. Each answer provides them with a certain number of points according to its correctness. They can compare their score with others in the leaderboard’s scene, that help them be more engaged and motivated to participate. In that direction, the serious game also has mini games with different mechanics that are designed to make the game more fun and challenging apart from its learning purpose. Our future steps include the evaluation of the game by experts and players.
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发表于 2025-3-21 17:30:03
