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- Marker-based augmented reality application for mobile learning in an urban park Steps to make it real under the EduPARK projectPublication . Pombo, L.; Marques, Margarida MoraisThe gap between the use of mobile devices inside and outside school can lead to students’ disengagement with learning activities in formal education. To fill this gap, educators can take advantage of mobile devices’ dissemination to give students access to educational Augmented reality (AR) systems. However, this type of exploration is relatively new, and researchers are still studying AR’s advantages and challenges in education. In that line, the EduPARK project is developing an interactive AR mobile application to support geocaching activities in outdoor environments, thus creating situated learning opportunities. It is to be explored by students and teachers from basic to higher education, but also by the public. The project follows a design-based research methodology, with several cycles of AR application development, user testing and evaluation. This manuscript is a work-in-progress report of the EduPARK project’s options regarding the AR content and triggers, and points out some future directions. The EduPARK’s option was to use image-based AR, with marker-based tracking, to display mainly botanical content. In a first implementation experience, 74 pupils (aged 9-10 and 13-14) from two schools tested a beta version of the application and AR markers in an urban park. Some technical issues, related to the markers’ recognition, were observed and registered by both pupils and monitors, leading to the revision of the markers’ purposes, structure, and content. Examples of refined AR markers and content are presented and discussed in this manuscript. Future work will include developing markerless tracking for this application in the selected urban park. Additionally, a proposal for the installation of the refined markers will be presented to the Park’s management entity and the fully developed application will be freely offered to the public, promoting the autonomous exploration of this resource. This work is useful for teachers and both educational technology developers and researchers, as an example of how to successfully develop image-based AR for outdoor settings.
- Mobile augmented reality game-based learning: teacher training using the EduPARK appPublication . Pombo, L.; Marques, Margarida Morais; Carlos, VâniaWith the mobile technology widespread, new functionalities are being integrated in devices, namely augmented reality (AR), which can be used to enhance learning. Combining mobile AR learning with game-based approaches supports new forms of instruction in the outdoors and students’ engagement and motivation for learning are enhanced. However, new practices require teacher training. This is the case of the EduPARK workshop that aims to support teachers in the development of innovative outdoor practices, using mobile devices, AR and games. In this exploratory case study, qualitative and quantitative data were collected from five editions of the EduPARK workshop through a mandatory questionnaire and a voluntary reflexive self-account. Results show that teachers value this training for: the access to new educational resources; the practices changing support; knowledge update, although not necessarily in what concerns mobile learning, AR and game-based approaches; and learning about cross-subjects approaches to teaching.
- Integração pedagógica das TIC no contexto de um Edulab – reflexão e sistematização de princípios orientadores de boas práticas (projeto AGIRE)Publication . Carlos, Vânia; Pombo, L.; Loureiro, Maria JoãoO projeto AGIRE (Apoio à Gestão Integrada da Rede Escolar), resultante de uma parceria entre a Universidade de Aveiro, empresas ligadas ao ensino e à aprendizagem (consórcio e-xample), e o Agrupamento de Escolas da Gafanha da Nazaré, implementou o conceito Edulab visando a adoção de práticas pedagógicas inovadoras e a promoção da literacia digital de professores (e alunos). Para tal, implementou-se uma oferta formativa durante um ano letivo com 13 professores. No estudo, de natureza qualitativa, aplicaram-se vários instrumentos de recolha de dados, que revelaram: i) que o posicionamento face à integração das TIC na prática pedagógica, mudou de adoção para adaptação, segundo a TIM matrix; ii) que as tecnologias disponibilizadas transformaram as aulas em sessões mais dinâmicas, eficazes e motivadoras e contribuindo para aprendizagens ativas e significativas (segundo a análise SWOT); e iii) princípios de boas práticas, como implementar estratégias diversificadas de ensino e avaliação utilizando recursos educativos digitais.