Implementation of Augmented Reality Learning Tools in Primary School: Design of Technology Enhanced Learning Activities and materials
Abstract: The educational practice is managing what seems to be the rise of digital learning age with ongoing debates over benefits and barriers of technology in classrooms. In order to test certain benefit of using technology, in a natural setting like schools, researchers usually design a learning activity for implementation. By following the instructional and learning principles in design, researchers can ensure greater engagement of participants and mitigate the risks of a didactic material malfunction, software crash, hardware failure, and consequently an unplanned change in data sets. Proceeding from the larger multiple case study, this poster presentation outlines the process of designing technology enhanced learning materials for diverse learners using the principles from Csikszentmihalyi’s flow state theory combined with Vygotsky’s zones of proximal development. The learning activities are designed for the group of students that are often associated with difficulties to engage with learning (Attention Deficit/Hyperactivity Disorder - ADHD) working collaboratively with their peers in an inclusive environment. Technology in focus is augmented reality, specifically marker-based features (interactive elements including text, images, audio, video, and web links) accessed through tablets. Along with the importance of disseminating findings, sharing the practical details of the design and implementation phase is crucial for researchers conducting further research in this field.
Presider: Yoko Usui, Tohoku Gakuin University