Model of support system for learning with augmented reality in early primary school education

Drljević, Neven

prikaz prve stranice dokumenta Model of support system for learning with augmented reality in early primary school education

Download
PDF 2.69 MB

doctoral thesis

Model of support system for learning with augmented reality in early primary school education

Zagreb: University of Zagreb, Faculty of Electrical Engineering and Computing, 2022. urn:nbn:hr:168:775404

Drljević, Neven

University of Zagreb
Faculty of Electrical Engineering and Computing
Department of Applied Computing

Cite this document

APA 6th Edition

Drljević, N. (2022). Model of support system for learning with augmented reality in early primary school education (Doctoral thesis). Zagreb: University of Zagreb, Faculty of Electrical Engineering and Computing. Retrieved from https://urn.nsk.hr/urn:nbn:hr:168:775404

MLA 8th Edition

Drljević, Neven. "Model of support system for learning with augmented reality in early primary school education." Doctoral thesis, University of Zagreb, Faculty of Electrical Engineering and Computing, 2022. https://urn.nsk.hr/urn:nbn:hr:168:775404

Chicago 17th Edition

Harvard

Drljević, N. (2022). 'Model of support system for learning with augmented reality in early primary school education', Doctoral thesis, University of Zagreb, Faculty of Electrical Engineering and Computing, accessed 18 March 2025, https://urn.nsk.hr/urn:nbn:hr:168:775404

Vancouver

Drljević N. Model of support system for learning with augmented reality in early primary school education [Doctoral thesis]. Zagreb: University of Zagreb, Faculty of Electrical Engineering and Computing; 2022 [cited 2025 March 18] Available at: https://urn.nsk.hr/urn:nbn:hr:168:775404

IEEE

N. Drljević, "Model of support system for learning with augmented reality in early primary school education", Doctoral thesis, University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, 2022. Available at: https://urn.nsk.hr/urn:nbn:hr:168:775404

Cite this item: https://urn.nsk.hr/urn:nbn:hr:168:775404

Please login to the repository to save this object to your list.

Metadata

Title	Model of support system for learning with augmented reality in early primary school education
Title (croatian)	Model sustava za potporu učenju s proširenom stvarnošću u ranom osnovnoškolskom obrazovanju
Author	Neven Drljević
Mentor	Ivica Botički (mentor)
Committee member	Marko Horvat (predsjednik povjerenstva)
Committee member	Lea Skorin-Kapov (član povjerenstva)
Committee member	Martina Holenko Dlab (član povjerenstva)
Granter	University of Zagreb Faculty of Electrical Engineering and Computing (Department of Applied Computing) Zagreb
Defense date and country	2022-07-01, Croatia
Scientific / art field, discipline and subdiscipline	TECHNICAL SCIENCES Computing
Universal decimal classification (UDC)	004 - Computer science and technology. Computing. Data processing
Abstract	In this thesis a novel model for systems supporting learning with augmented reality in early primary education is presented. Gaps in the literature are identified regarding techno-pedagogical maturity of Augmented Reality Learning Experiences (ARLEs), as well as with student engagement, as a proxy predictor of academic success, showing need for further exploration of ARLE engagement benefits or lack thereof. In such experimental exploration, the variable to be isolated is the AR aspect, which is found lacking in previous efforts. To address those gaps, a model is developed by taking into account affordances considerations for both teachers and students, explored early in the thesis through a developed review rubric for techno-pedagogical maturity of ARLEs. The rubric is used for analysing the maturity of ARLEs reviewed in literature and as a self-assessment tool during model development. Due to the early primary school environment requiring observational instruments to analyse potential effects of ARLE use on student engagement, a new ARLE-adapted instrument based on concerns identified in learning analytics – that is application of relevant theory, design, and data analysis - is presented. It is then used in a series of experiments through which ARLEs developed in accordance with the model were trialled in the first and second grades of a primary school, with one class receiving an AR experience and another receiving the exact same content in the form of a digital lesson on a tablet computer, allowing isolation of AR as the experimental variable. Data analysis and later focus groups show clear benefits to student engagement in the experimental group, particularly with cognitive engagement, and position ARLEs as best used for review and reinforcement of learned knowledge in lessons.
Abstract (croatian)	Ova disertacija prezentira inovativni model sustava za potporu učenju s proširenom stvarnošću u ranom osnovnoškolskom obrazovanju. Pregled literature je pokazao nedostatke u postojećoj literaturi u području tehnološko-pedagoške zrelosti obrazovnih iskustava temeljenih na proširenoj stvarnosti, kao i u području angažiranosti učenika (kao indikativne mjere za budući školski uspjeh), pokazujući potrebu za daljnjim istraživanjima o prednostima i nedostacima obrazovnih iskustava temeljenih na proširenoj stvarnosti u vezi s angažiranosti učenika. Uočen je i manjak eksperimentalnih istraživanja koja bi izolirala proširenu stvarnost kao eksperimentalnu varijablu. Slijedom navedenoga, napravljen je model koji uzima u obzir mogućnosti koje su važne za nastavnike i učenike; provedeno je istraživanje tih mogućnosti kroz razvoj rubrike za recenziju tehnološko-pedagoške zrelosti obrazovnih iskustava temeljenih na proširenoj stvarnosti. Rubrika je upotrijebljena za analizu zrelosti obrazovnih iskustava temeljenih na proširenoj stvarnosti identificiranih u literaturi te kao alat za samoprocjenu zrelosti relevantnih sposobnosti tijekom razvoja modela. Istraživanje ove teme u ranom osnovnoškolskom okruženju zahtijeva promatračke instrumente za analizu potencijalnih utjecaja obrazovnih iskustava temeljenih na proširenoj stvarnosti na angažiranost učenika. Iz tog razloga, razvijen je novi promatrački instrument prilagođen obrazovnim iskustvima temeljenim na proširenoj stvarnosti, na osnovu razmatranja proizašlih iz analitika učenja, koja ukazuju na potrebu temeljenja takvih pristupa na relevantnoj teoriji, dizajnu i pristupima analizi podataka. Novi instrument je upotrijebljen u seriji eksperimenata tijekom kojih su obrazovna iskustva temeljena na proširenoj stvarnosti, razvijena u skladu s modelom, primijenjena u prvim i drugim razredima osnovne škole u eksperimentalno-istraživačkom pristupu, tako da je jedan razred koristio sustav s obrazovnim iskustvima temeljenim na proširenoj stvarnosti dok je drugi imao istu lekciju s istim materijalima ali prezentiranim kao digitalna lekcija na tablet računalu, izolirajući proširenu stvarnost kao eksperimentalnu varijablu. Obrada podataka i razgovori s fokus grupama ukazuju na jasne prednosti obrazovnih iskustava temeljenih na proširenoj stvarnosti kod učeničke angažiranosti, posebice kod kognitivne angažiranosti, te se preporučuje primjena takvih obrazovnih iskustava kao pomoćnog alata za ponavljanje gradiva lekcija.
Keywords
Keywords (croatian)
Language	english
URN:NBN	urn:nbn:hr:168:775404
Promotion	2022
Study programme	Title: Computer Science Study programme type: university Study level: postgraduate Academic / professional title: Doktor znanosti (Doktor znanosti)
Type of resource	Text
Extent	xviii, 149 str. ilust. ; 30 cm. + CD-ROM.
File origin	Born digital
Access conditions	Open access
Terms of use
Repository	FER Repository
Created on	2022-09-12 10:25:59