Applications of augmented reality-based natural interactive learning in magnetic field instruction     

Su Cai  Feng-Kuang Chiang  Yuchen Sun  Chenglong Lin  Joey J. Lee 《Interactive Learning Environments》2017,25(6):778-791

Educators must address several challenges inherent to the instruction of scientific disciplines such as physics -- expensive or insufficient laboratory equipment, equipment error, difficulty in simulating certain experimental conditions. Augmented reality (AR) can be a promising approach to address these challenges. In this paper, we discuss the design and implementation of an AR and motion-sensing learning technology that teaches magnetic fields in a junior high school physics course. The purpose of this study is to explore the effects of using natural interaction on students’ physics learning and deep understanding compared to traditional learning tools. The 38 eighth graders who participated in this study were assigned to either an experimental group or a control group. Analysis of the results shows that the AR-based motion-sensing software can improve students’ learning attitude and learning outcome. This study provides a case for the application of AR technology in secondary physics education.  相似文献   

WebIntera-classroom: an interaction-aware virtual learning environment for augmenting learning interactions     

Jingjing Chen  Jianliang Xu  Tao Tang  Rongchao Chen 《Interactive Learning Environments》2017,25(6):792-807

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE – WebIntera-classroom – which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that integrates a pen-and-paper interface with a web-based whiteboard to promote effective learner-to-content interactions. We develop a learning analytics tool that instantly shows learners’ learning interactions, with which instructors can supervise learner-to-instructor interactions. We implement a high-granularity Learning Analytics Engine (hgLAE) to broadcast, record and play a lecture recording. The hgLAE identifies hotspots in a lecture recording and raises students’ awareness of the hotspots when they watch the recording. WebIntera-classroom has been deployed in 11 universities in China. The system obtained high satisfaction in the questionnaires (N?=?464) and face-to-face interviews (N?=?60) conducted with the users from China Jiliang University. We compared the students’ performance, respectively, achieved in traditional classroom and in WebIntera-classroom at China Jiliang University during 2012–2013. The result demonstrates that the students could gain performance improvement by using WebIntera-classroom.  相似文献   

Becoming a tutor: student scaffolding in a game-based classroom     

Natalia Monjelat  Laura Méndez  Pilar Lacasa 《Technology, Pedagogy and Education》2017,26(3):265-282

Student interaction in school contexts is a topic that has been researched from many different perspectives. However, the role of students as tutors scaffolding other peers is not normally addressed, since studies are usually focused on the teacher. Moreover, considering the many technologies that can support students’ work nowadays, studies describing specific practices are still needed in order to understand the many possibilities and constraints that can emerge from the use of these tools in the field of education. This exploratory case study aims to extend research on scaffolding between students, presenting data from an ethnographic study where a commercial video game was introduced as part of the curricular activities. Analytically, the scaffolding metaphor is the departing point to describe in detail how the scaffolding process took place, focusing on its purposes and on the role of students as tutors. Our findings reveal how students offered mostly procedural scaffoldings, performing tutor functions such as highlighting relevant features, reducing levels of freedom or controlling the frustration. Results highlight that students can perform scaffolds, and this should be considered as part of the classroom design, making this process visible. Moreover, specific features of the video game enhanced these interactions, which should also be considered when designing game learning environments in the future.  相似文献   

网络远程教学交互研究   总被引：5，自引：0，他引：5  

张豪锋  卜彩丽 《河南师范大学学报(哲学社会科学版)》2004,31(6):162-164

随着信息社会的到来，以计算机技术多媒体技术和网络技术为核心的现代信息技术在教育领域得到广泛的应用，网络远程教育的优越性和快捷性，日益受到人们的青睐。而网络远程教学交互又是网络远程教育的重中之重，本研究重点论述网络远程交互的概念、特性、设计原则及其分类和交互的框架等。  相似文献   

基于Internet环境的毕业设计初探     

杨懋  张海军 《培训与研究》2006,23(2):33-35

毕业设计(论文)是完成专业培养目标的一个重要教学环节。构建基于Internet环境的毕业设计模式,其目的主要是为学生提供丰富的毕业设计资源,为毕业设计小组成员之间、指导教师与学生之间提供实时和非实时的交互工具,充分利用Internet工具为学生的毕业设计工作服务。  相似文献   

协同学的非线性思想及其对现代科学研究的影响   总被引：1，自引：0，他引：1  

胡伟俊 《丽水学院学报》2004,26(2):31-34

哈肯创立的协同理论是自组织理论的重要组成部分。在揭示系统从无序到有序的进化机制过程中，他提出了重要的协同思想，对认识非线性相互作用的特点、形式、序参量在系统进化中的作用都有认识论意义，特别对现代科学研究具有方法论的启迪。  相似文献   

超核物理的进展     

李训贵 《湘潭师范学院学报(社会科学版)》1992,(3)

本文概述了超核物理在理论和实验研究方面的进展,并着重介绍了超核物理的研究现状和发展趋势。  相似文献   

电视与农村发展问题探讨   总被引：8，自引：0，他引：8  

胡黎虹 《湖南大众传媒职业技术学院学报》2003,3(1):39-41

在市场化和商业化进程中的电视行业中,农村遭遇冷落已是不争的事实。农村需要电视,期待电视,电视却冷落农村甚至背离农村。两者已经成为现代社会中的一个突出矛盾。出现这种现象的原因归结起来主要有三个:一是市场因素的制约,二是电视从业者观念的局限,三是对于收视事实的误读。办好农村电视节目要重点突出,突出特色,加强联合,增强节目的互动性和参与感,还要抓住主要受众群,突出节目的对象性。  相似文献   

文学与法律互动性初探     

邱志强 《南宁师范高等专科学校学报》2006,23(4):65-68

文学和法律同属社会科学和上层建筑的重要组成部分．随着社会政治与经济的发展．文学与法律的联系将越来越广泛，互动性将日益加强，契舍与趋同也将越来越大，互相史融的边缘学科也正在产生。为了让法律更好的服务于文学的发展，也为了让文学更好的服务于法律的健全和适用，我们需要去探索认识它们之间的这种互动、契合与趋同。  相似文献   

时尚与习俗中的文化互动现象--北京、上海、河南,中国文化大三角格局民俗分析     

李卫国 《安阳师范学院学报》2002,(4):70-71,86

时尚与习俗互为影响，这是现代文化发展中值得深刻关注的一个课题。北京是上层文化的典型，上海是城市文明时尚文化的典型，河南是民间文化的典型；在互动中其各呈特色。尤其应该强调的是，南北文化的冲突并不是完全由地域、气候等自然因素而形成，而是由于历史文化的心理积淀起到了十分重要的作用。文化之间的差别，应该形成交流、沟通、融合和互动，不应该形成文化的障碍，甚至精神障碍。南北文化与中西部文化的相互补充，及其相互间的融合与发展，在今天特别值得我们关注。  相似文献