About this paper

Appears in:
Pages: 9165-9168
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.2264

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

PROS AND CONS OF AUGMENTED REALITY IN EDUCATION

F. Galati1, B. Bigliardi1, A. Deiana2, S. Filippelli1, A. Petroni1

1University of Parma (ITALY)
2Confassociazioni (ITALY)
Today, as a result of the explosion and rapid growth in ICTs, there are increasing demands to adopt technology in education. The aim is to influence students to learn actively and motivate them to gain an effective learning process. Consequently, professors face challenges when dealing with digital natives [1]. In this environment, Augmented Reality (AR) attracts research attention for its ability to allow students to be immersed in realistic experiences. Moreover, it demonstrates potential in providing students with more active, effective and meaningful learning processes ([2]; [3]). AR provides the learner easy access to unobservable phenomena that have been identified by teachers and previous research as troublesome for students [1]. However, despite several advantages discussed in past studies, AR has barriers to overcome such as overload of information, resistance from teachers, and usability ([2]; [4]). The present review attempts to depict the pros and cons of AR in education environments.

References:
[1] M. Alkhattabi, “Augmented reality as e-learning tool in primary schools’ education: Barriers to teachers’ adoption”, International Journal of Emerging Technologies in Learning, Vol. 12 Issue 02, pp. 91-100, 2017.
[2] M. Akçayır, and G. Akçayır, “Advantages and challenges associated with augmented reality for education: A systematic review of the literature”, Educational Research Review, Vol. 20, pp. 1-11, 2017.
[3] J. Garzón, J. Pavón, and S. Baldiris, “Systematic review and meta-analysis of augmented reality in educational settings”, Virtual Reality, pp. 1-13, 2019.
[4] M. Akçayır, G. Akçayır, H.M. Pektaş, and M.A. Ocak, “Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories”, Computers in Human Behavior, Vol. 57, pp. 334-342, 2016.
@InProceedings{GALATI2019PRO,
author = {Galati, F. and Bigliardi, B. and Deiana, A. and Filippelli, S. and Petroni, A.},
title = {PROS AND CONS OF AUGMENTED REALITY IN EDUCATION},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.2264},
url = {http://dx.doi.org/10.21125/edulearn.2019.2264},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {9165-9168}}
TY - CONF
AU - F. Galati AU - B. Bigliardi AU - A. Deiana AU - S. Filippelli AU - A. Petroni
TI - PROS AND CONS OF AUGMENTED REALITY IN EDUCATION
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.2264
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 9165
EP - 9168
ER -
F. Galati, B. Bigliardi, A. Deiana, S. Filippelli, A. Petroni (2019) PROS AND CONS OF AUGMENTED REALITY IN EDUCATION, EDULEARN19 Proceedings, pp. 9165-9168.
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