دانلود رایگان مقاله لاتین متحرک سازی سازگار با محیط آموزش از سایت الزویر
عنوان فارسی مقاله:
متحرک سازی سازگار با محیط آموزش: برای دیدن، احساس، و کشف در یک محیط یادگیری تجربی مبتنی بر واقعیت افزوده
عنوان انگلیسی مقاله:
Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment
سال انتشار : 2016
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مقدمه انگلیسی مقاله:
1. Introduction
Modern economic and human development trends has increasingly created a polluted environment, thus highlighting the urgent need for ecological education. While many Asian countries stress ecological education, they perform poorly in instituting affective education (Chang, Chen, & Hsu, 2011; Gurevitz, 2000) and elementary and middle school ecological and environmental education is still carried out in classroom. This lack of real-world interactions and exploration makes it difficult for students to develop an emotional attachment for or interest in ecology, thus limiting their enthusiasm for practicing environmental protection (Hautecoeur, 2002). In addition, numerous studies of human interaction with real ecological environments have found that “emotion” is an important learning factor, but is frequently overlooked. Reis andRoth (2009) pointed out the importance of emotion in ecological environment education, and the problems that can arise when such emotion is lacking. Botanical gardens help maintain plant diversity in urban areas and provide opportunities for learners to experience complex ecosystems. Rich ecological and learning resources make botanical gardens a suitable outdoor informal learning environment (Chang et al., 2014; Chiou, Tseng, Hwang, & Heller, 2010; Liu, Lin, Tsai, & Paas, 2012). However, traditional display cards at such gardens typically only render information via text or graphics, often providing only a very limited introduction to specific plants. This approach makes it provide the rich information learners need to truly explore their environment, and limits the learning effectiveness of outdoor teaching (Sommerauer & Müller, 2014). Although audio tours have become quite common in recent years, and provide users with more in-depth explanations than conventional signage, such systems still cannot provide systematic and interactive learning in outdoor learning environment (Chang et al., 2014). Theoretically, assistive technology that can provide learners with expanded access to practical real-world information could provide a more effective approach to implementing ecological educational activities in contexts such as botanical gardens. The development of information technologies has led to many innovations in modern teaching and learning methods. Integrating new technologies into instruction allows teachers to transform learning materials from a fixed combination of texts and graphics into more interactive multimedia material. The integration of digital learning with convenient and fast internet technology has further lowered the barrier of differentiated teaching and helped to overcome time and space constraints in traditional teaching models, thereby moving students from the passive reception of knowledge to more active learning approaches (Liu et al., 2012; Mohammadyari & Singh, 2015). Smart phones and tablet computers have recently emerged as mainstream devices for use in mobile learning. Harris (2001) believed that the convenience and immediacy of mobile learning provides more learners with additional learning opportunities. Mobile learning allows teaching/learning to be carried out in authentic outdoor learning environments, providing learners with a broader range of opportunities to acquire knowledge. Moreover, authentic learning environments do more to evoke affective feeling than classroom learning environments (Gulikers, Bastiaens, & Martens, 2005; Sommerauer & Müller, 2014). Given the limitations of real world education in ecological environments and regular disregard for emotion factors, this study uses botanical garden-based outdoor ecological learning as an experimental situation, integrating experiential learning theory to strengthen real-world exploration, and adopts augmented reality (AR) technology to create an mobile learning system to break through real-world information limitations, thereby exploring learning effectiveness and learners' emotional conversion process. The present work designs and implements a coordinated actual and AR virtual action ecological learning system based on experiential learning theory. Furthermore, an AR system is developed to apply the experiential learning model to ecological education. In addition, this study examines the impact of learner emotion on experiential learning and learning performance using the AR action ecological learning system.
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کلمات کلیدی:
Animating eco-education: To see, feel, and discover in an ... - DeepDyve https://www.deepdyve.com/.../animating-eco-education-to-see-feel-and-discover-in-a... Read "Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment" on DeepDyve, the largest online ... [PDF]Eco-Animation - Eco-Animation: a cutting edge cartoon to raise ... ec.europa.eu/environment/life/project/Projects/index.cfm?fuseaction...n... Eco-Animation aimed to engage European children between 5-8 years old with .... environmental education‚ environmentally responsible behaviour‚ information. [PDF]LIFE & Environmental education - Europa.eu ec.europa.eu/environment/life/products/download/factsheet_education_web.pdf environmental education, targeting schoolchildren, young people, teachers and/or ... The Eco-Animation project aimed to produce a cartoon to encourage Eu-. Mobile Technologies and Augmented Reality in Open Education https://books.google.com/books?isbn=1522521119 Kurubacak, Gulsun, Altinpulluk, Hakan - 2017 - Education Computers & Education, 71, 185–197. doi:10.1016/j.compedu.2013.09.022 Chang, Y. L. ... Animating eco-education: To see, feel, and discover in an augmented ... Digital Resources for Learning - Page 243 - Google Books Result https://books.google.com/books?isbn=9811037760 Daniel Churchill - 2017 - Education Next steps for “Big Data” in education: Utilizing data-intensive research. ... Animating eco-education: To see, feel, and discover in an augmented reality-based ... SciLit | Article - Animating eco-education: To see, feel, and discover in ... www.scilit.net/article/10.1016/j.compedu.2016.02.008 May 1, 2016 - Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Tien-Chi Huang ...
