The effectiveness of augmented reality technology in STEAM education

Authors

DOI:

https://doi.org/10.17162/au.v11i5.932

Keywords:

STEAM-education, augmented reality, educational technologies, education.

Abstract

The aim of this study is to identify the impact of the use of augmented reality technologies in the training of specialists in the field of STEAM education by analysing such cognitive indicators as “abilities” and “will” among students who use augmented reality technologies, and compare these indicators with a hypothetical group. The study involved survey methods, analysis of logical and mathematical models of the educational process, analysis of factors influencing the educational process, the method of finding the optimal solution, the method of identifying a minimum sample of experts, mutual recommendations ratio, the method of analysing mental factors, and a Student’s t-test. The study showed that students of the main and control groups are ready for the comprehensive implementation of augmented reality technologies in STEAM education.

Downloads

Download data is not yet available.

References

Albus, P., Vogt, A., & Seufert, T. (2021). Signaling in virtual reality influences learning outcome and cognitive load. Computers & Education, 166, 104154. https://doi.org/10.1016/j.compedu.2021.104154

Bakhshi, H., Downing, J., Osborne, M., & Schneider, P. (2017). The future of skills: Employment in 2030. London, UK: Pearson and Nesta. https://futureskills.pearson.com/research/assets/pdfs/technical-report.pdf

Buhaichuk, K. (2016). Blended learning: Theoretical analysis and strategy of implementation in educational process of higher educational institutions. Information Technologies and Learning Tools, 54 (4), 1-18. https://doi.org/10.33407/itlt.v54i4.1434

Bykov, V., & Burov, O. (2020). Digital learning environment: New technologies and requirements for knowledge learners. Modern informational technologies and innovative methods in professional trainings: Methodology, theory, experience, problems, 55, 11-22. https://doi.org/10.31652/2412-1142-2020-55-1-268

Chen, C.-S., & Lin, J.-W. (2019). A practical action research study of the impact of maker-centered STEM-PjBL on a rural middle school in Taiwan. International Journal of Science and Mathematics Education, 17 (1), 85-108. https://doi.org/10.1007/s10763-019-09961-8

Chin, K.-Y., & Wang, C.-S. (2021). Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest. Australasian Journal of Educational Technology, 37 (1), 27-42. https://doi.org/10.14742/ajet.5841

English, L. D., & King, D. T. (2017). Engineering education with fourth-grade students: Introducing design-based problem solving. International Journal of Engineering Education, 33 (1), 346-360. https://eprints.qut.edu.au/103195/

English, L. D., King, D., & Smeed, J. (2016). Advancing integrated STEM learning through engineering design: Sixth-grader students’ design and construction of earthquake resistant buildings. Journal of Educational Research, 110 (3), 255-271. https://doi.org/10.1080/00220671.2016.1264053

Fan, S.-C., & Yu, K.-C. (2017). How an integrative STEM curriculum can benefit students in engineering design practices. International Journal of Technology and Design Education, 27, 107-129. https://doi.org/10.1007/s10798-015-9328-x

Gadanidis, G., Hughes, J. M., Minniti, L., & White, B. J. G. (2017). Computational thinking, grade 1 students and the binomial theorem. Digital Experiences in Mathematics Education, 3, 77-96. https://doi.org/10.1007/s40751-016-0019-3

Herro, D., Quigley, C., Andrews, J., & Delacruz, G. (2017). Co-Measure: developing an assessment for student collaboration in STEAM activities. International Journal of STEM Education, 4, 26. https://doi.org/10.1186/s40594-017-0094-z

Hunter, P. (2017). Digital Learning 2.0. Global Focus: The EFMD Business Magazine, 2 (11), 26-29. https://www.globalfocusmagazine.com/digital-learning-2-0/

Jolly, A. (2017). STEM by Design: Strategies and Activities for Grades 4-8. Oxfordshire: Routledge. https://www.routledge.com/STEM-by-Design-Strategies-and-Activities-for-Grades-4-8/Jolly/p/book/9781138931060

Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEAM Education, 3, 11. https://doi.org/10.1186/s40594-016-0046-z

Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy. International Journal of Science and Mathematics Education, 15, 587-605. https://doi.org/10.1007/s10763-015-9709-3

King, D., & English, L. D. (2016). Engineering design in the primary school: Applying STEM concepts to build an optical instrument. International Journal of Science Education, 38 (18), 2762-2794. https://doi.org/10.1080/09500693.2016.1262567

Kojayan, A., & Statti, A. (2021). Extra-Curricular Activities: The Virtual Element. In I. Jaafar & J. M. Pedersen (Eds.), Emerging Realities and the Future of Technology in the Classroom (pp. 102-119). Hershey, PS: IGI Global. https://doi.org/10.4018/978-1-7998-6480-6.ch007

Krutii, K., & Hrytsyshyna, T. (2016). STREAM-education of preschool children: we bring up the culture of engineering thinking. Preschool education, 1, 3-7. http://ukrdeti.com/2.pdf

Land, M. H. (2013). Full STEAM ahead: The benefits of integrating the arts into STEM. Procedia Computer Science, 20, 547-552. https://doi.org/10.1016/j.procs.2013.09.317

Luo, H., Li, G., Feng, Q., Yang, Y., Zuo, M. (2021). Virtual reality in K‐12 and higher education: A systematic review of the literature from 2000 to 2019. Journal of Computer Assisted Learning, 37 (1), 887-901. https://doi.org/ 10.1111/jcal.12538

Morze, N. V., Vember, V. P., & Gladun, M. A. (2019). 3D mapping of digital competency in Ukrainian education system. Information Technologies and Learning Tools, 70 (2), 28-42. https://doi.org/10.33407/itlt.v70i2.2994

Morze, N., Vember, V., Boiko, M., & Varchenko-Trotsenko, L. (2020). Organization of STEAM lessons in the innovative classroom. Open educational e-environment of modern University, 8, 88-106. https://doi.org/10.28925/2414-0325.2020.8.9

Murphy, K. M., Cook, A. L., & Fallon, L. M. (2021). Mixed reality simulations for social-emotional learning. Phi Delta Kappan, 102 (6), 30-37. https://doi.org/10.1177/0031721721998152

Musavi, M., Friess, W. A., James, C., & Isherwood, J. C. (2018). Changing the face of STEM with stormwater research. International Journal of STEM Education, 5, 2. https://doi.org/10.1186/s40594-018-0099-2

Sinatra, G. M., Mukhopadhyay, A., Allbright, T. N., Marsh, J. A., & Polikoff, M. S. (2017). Speedometry: a vehicle for promoting interest and engagement through integrated STEM instruction. Journal of Educational Research, 110 (3), 308-316. https://doi.org/10.1080/00220671.2016.1273178

Sırakaya, M., & Sırakaya, D. A. (2020). Augmented reality in STEM education: a systematic review. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1722713

Stefanidis, K., Psaltis, A., Apostolakis, K. C., Dimitropoulos, K., & Daras, P. (2019). Learning prosocial skills through multiadaptive games: a case study. Journal of Computers in Education, 6 (1), 167-190. https://doi.org/10.1007/s40692-019-00134-8

UNESCO. (2020). Education in a post COVID-19 world: Nine ideas for public action. International Commission on the Futures of Education. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373717/PDF/373717eng.pdf.multi

You, H. S., Marshall, J. A., & Delgado, C. (2018). Assessing students’ disciplinary and interdisciplinary understanding of carbon cycling. Journal of Research in Science Teaching, 55 (3), 377-398. https://doi.org/10.1002/tea.21423

Downloads

Published

2021-11-08

How to Cite

Tsekhmister, Y. V. ., Kotyk, T. M. ., Matviienko, Y. S. ., Rudenko, Y. A. ., & Ilchuk, V. V. . (2021). The effectiveness of augmented reality technology in STEAM education. Apuntes Universitarios, 12(1), 250–267. https://doi.org/10.17162/au.v11i5.932

Issue

Vol. 12 No. 1 (2022): Revista de Investigación Apuntes Universitarios

Section

Artículos

License

Copyright (c) 2021 Yaroslav V. Tsekhmister, Tetiana M. Kotyk, Yurii S. Matviienko, Yuliia A. Rudenko, Vita V. Ilchuk

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

  1. The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
  2. Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
  3. Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).