Universidade de TrĂ¡s-os-Montes e Alto Douro (PORTUGAL)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 6511-6519
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.1539
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
Over the last few years society has undergone major changes at the level of the digital world in all areas. The boom of the information and technology age has largely changed the education landscape, both inside and outside schools, providing the development of a range of potential resources for the educational process. One of the strengths of digital technologies is that they allow defining pedagogical strategies focused on the student and fostering active and creative involvement in their learning process. They also help to foster a more individualized and personalized teaching, as they provide activities adapted to the level of students' skills, interests and needs. Teachers today have at their disposal a wide variety of digital resources that they can use in teaching. However, it is extremely important that these resources are carefully chosen, based on the intended learning objectives, the group of students and the desired teaching style. It is important to find solutions that make the teaching and the learning processes more attractive. One of the emerging and attractive digital technologies is Augmented Reality, which presents numerous challenges, but also a field of unique opportunities to approach mathematical concepts. Augmented Reality technology allows to visualize and interact with digital information from real-world objects using a mobile device, such as a smartphone or tablet, thus allow to create new learning experiences, in an interactive and immersive way, involving students in their learning process. Augmented Reality technology can be used in several areas, such as spatial geometry, since it allows visualizing three-dimensional geometric figures. In this work we intend to perform a comparative analysis of two applications of augmented reality for mobile phones, Solids AR and Geometry AR, regarding their potential and limitations for teaching geometry. Both applications have several features, such as allowing the visualization and manipulation of various geometric solids from the capture of images by the device's camera, or even display animations simulating the planification of solids. The comparative analysis allowed us to conclude that the Solid AR application presents a more appealing and friendlier interface than Geometry AR and is therefore more recommended for early years students. In addition, it is more intuitive and simpler to use from the student's point of view, allowing the solids to be visualized in the student's hand. The Geometry AR application features a Quiz with questions about geometric solids and the calculation of areas and volumes. However, it should be noted that only the use of these applications is not enough, because it is necessary that the teacher uses these resources with a specific pedagogical purpose
Geometry, Digital Resources, Augmented Reality, Solids AR, Geometry AR.