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No. 1 (9)/2015
- Introduction Agnieszka Landowska
- Motivating MOOC participants Iwona Mokwa-Tarnowska
- Communication in an E-Course Tomasz A. Walasek, Zygmunt Kucharczyk, Dorota Morawska-Walasek, Krzysztof Szewczyk
- Educational gamification system Przemysław Rodwald
- Augmented Reality – Potential to Train (Future) Pomeranian Engineers Anna Mietlarek-Kropidłowska
- Significance of Online Laboratories in Modern Engineering Education Janusz Zalewski
- Intelligent Agent Systems in Remote Learning Systems Jerzy Balicki, Michał Beringer, Piotr Dryja, Waldemar Korłub, Jacek Paluszak, Piotr Przybyłek, Maciej Tyszka, Marcin Zadroga, Marcin Zakidalski
- Diagnosis of Use Of Internet Education at Warsaw University of Technology Izabela Maleńczyk, Elżbieta Piwowarska
- Security Challenges of Modern E-Learning Platforms Paweł Lubomski
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Reviews and reports
- e-Technologie w Kształceniu Inżynierów – otwarte pytania o MOOC w zdalnej edukacji Anita Dąbrowicz-Tlałka
- Journey to Discovery – Report from the EUNIS 2015 Congress, June 10–12, Abertay University, Dundee, Scotland Anna Pacholak
- Imprint Agnieszka Landowska
Augmented Reality – Potential to Train (Future) Pomeranian Engineers
Abstract
Education of youth in the field of experimental science, such as chemistry or physics, is nowadays a big challenge because of the limited access to the didactic and research facilities. Schools often lack laboratories but possess well-equipped computer workrooms. The rapid development of the augmented reality (AR) technologies over the last decade is creating new challenges in numerous areas and is simultaneously increasing interest in their usability – also in the field of education. The possibility of applying AR to present physicochemical content was analyzed within the framework of EDUAR project, cofounded by The National Centre for Research and Development. The research was conducted in 20 schools – 10 from urban regions and 10 schools from rural areas in Pomorskie Voivodeship. The results show that the AR tools can be beneficial in improvement school students’ knowledge on corresponding content. Additionally, students generally hold a positive attitude towards the AR-lab and enjoy the exploration experience. Furthermore, it is easy to apply analyzed AR tool during the chemistry course. Thus, the results point that augmented reality is a technology with a positive impact on the education process and effectiveness of such a training. Further investigations with a longer period of study could investigate these findings in more detail.
Direct link to the paper [here]