Sections: Primary School
We can no longer imagine ourselves without gadgets, gradually replacing live communication communication in social networks. The language of the internet is special language, using conventional signs, symbols, emoticons. And as a result of this, many students stop reading, and, as a result, the ability to logical, figurative, emotional speech decreases.
It is quite clear that it is impossible to reverse the existing trend, which means that it is necessary to use the interest of students in information technology to stimulate them cognitive activity.
What is augmented reality? This is the result of introducing any sensory data into the field of perception in order to supplement information about the environment and improve the perception of information. In our work, we used marker technology: when a marker hits a video camera, a 3D object appears on it. To create an augmented reality project, 11th grade students were involved, and the EV Toolbox program (eligovision.ru) was used.
To create projects, you can use any augmented reality program.
Using augmented reality projects, we conducted integrated lessons for the development of speech and mathematics, and also made a virtual production of the fairy tale "Geese Swans", which was the first step in creating a virtual theater. For the production, we took the scenario of the fairy tale "Geese-Swans" by Olesya Emelyanova, added a narrator. The author of the text was able to convey the content of a Russian folk tale very vividly and cheerfully.
For the lessons and the theatrical performance, a projector with a screen, a laptop (or a computer with a video camera) with the EV Toolbox and projects installed was required.
For an integrated lesson, 11th grade students created three-dimensional shapes using the Blender 3D program.
The 11th graders prepared a playing field with empty squares, markers with figures, as well as cards with examples for oral counting.
At the beginning of the lesson, the teacher suggested an unusual math workout. In the warm-up, you can include any tasks for mental counting: knowledge of the multiplication table, division, examples of addition and subtraction. The student who correctly named the answer went to the playing field and put the figure on it.
If the teacher wants the figures to stand in a certain place, then you can empty squares put cards with the correct answers. Students will change the card with the correct answer to the figure.
After the warm-up was over, and the figures were in their places, the teacher suggested that they come up with a small fairy tale (story) using the figures displayed on the playing field.
In this lesson, children can work one at a time, in pairs, or in groups.
After completing the task, the student went to the playing field and told his fairy tale (story). The rest of the students helped from the spot, if necessary, suggested their plot of events, moved and swapped markers. The whole game was visible on the projector.
The guys were looking forward to the second lesson in the development of speech, repeated the multiplication table in order to answer correctly and go out to the playing field to put a figure. The guys also thought about the plot of the new game (various variants of storylines appeared).
In the second lesson, the students were divided into groups. Each group prepared their story, and the team representative went to the playing field and told the story, the group members moved the markers around the playing field.
We conducted several speech development lessons using augmented reality, and the guys composed and told their fairy tales with great enthusiasm.
Last year, we took part in the Fairy Tale Workshop city project. In the process of preparing for the theatrical performance, third-graders studied the traditions and customs of the Russian people in the lessons of the surrounding world, literary reading and during off-hours.
The roles were distributed among the third grade students, and the guys learned the words of the characters with great enthusiasm in anticipation of an extraordinary performance of the fairy tale.
As soon as the markers with the characters hit the camera lens and a 3D image appeared on the screen, the fairy tale began. By moving the marker across the playing field, the guys moved the heroes, controlled their appearance or departure from the stage. The process was very exciting for the children. It was also interesting for the audience to follow the characters and the events unfolding in front of them.
As a result of the work done, it was possible to increase the cognitive activity of students. The guys not only voiced ready-made roles, but also got used to the images.
The children got a wonderful experience of working in a team.
Khokhlova Tatyana Yurievna
Master student
NGPU FTP
Novosibirsk city
Annotation: The article shows the possibility of usingARtechnology in educational environment for the purpose of visual modeling of educational material, supplementing it with visual information; advantages and disadvantages of this technology.
Keywords: , education.
Augmented Reality Technology in Education
Augmented reality technology in the educational space began to be used relatively recently. The discussion about the term "augmented reality" and the possibility of using this technology in the subject area "computer science" is ambiguous and allows us to talk about the unformedness of the term itself. Many experts call augmented reality "enhanced", "augmented" and even "augmented". The name “augmented reality” will still be more accurate, since this technology can both complement the world objects of the virtual world, and to eliminate objects from it.
So for us it was productive to turn to an electronic resource in which daugmented reality was seen as “the answer of modern technologies to the problematic questions that arise every day. It is more understandable to most people, it is easier to implement than virtual worlds. Augmented reality allows us to make everyday reality richer. Combined with the inexhaustibility of Internet resources, its possibilities are endless.”
To continue the clarification, one can cite the definition of augmented reality (AR) as "an environment with direct or indirect addition of the physical world with digital data in real time using computer devices - tablets, smartphones and innovative gadgets, as well as software for them" .
The question of the possibility of using augmented reality technology in education can be answered in the affirmative, because this technology allows you to make lessons exciting, interesting, understandable.
With the help of augmented reality, you can "revive" the static pages of books and teaching aids, take a walk through the jungle, feel like a participant in a historical event.
However, in almost all areas of study, electronic-informative or interactive means are most often used. Almost all schools equip classrooms with computers, projection equipment, electronic educational resources and other modern teaching aids. Most often, the possibilities of this technique are not used to the full. And augmented reality technology is either not used at all, or is used extremely rarely. Augmented reality can be used in the study of any subject, whether it be physics or history, biology or literature. Already now you can find many programs for young mathematicians (PocketTutor), beginning biologists (ARflashcards) and others.
As with any new technology,ARhas its advantages and disadvantages. On the one hand, it allows you to significantly expand the possibilities educational process. The opinion of the American philosopher and educator John Dewey: “If we teach today the way we taught yesterday, we will steal tomorrow from children”, said at the beginning of the 20th century, it is still relevant today. The school must keep up with the times and show the children what they will have to work with in the very near future.
The disadvantages of this technology go beyond the educational process and are primarily associated with social consequences (use of contact lenses with augmented reality, problems related to information confidentiality).
How can augmented reality technology be used in the educational process. First of all, as an auxiliary tool for maximizing the visibility and interactivity of the subject being studied, deeper immersion in it, conducting virtual laboratory work. Use of augmented reality and 3Dmodeling jointly motivates students to learn programming and 3Dmodeling. This technology can be used when performing project assignments, to visualize the results of students' work on the project, making it as interactive as possible.
Thus, augmented reality technologies allow the teacher to involve students in the study, developing learning situations for this, use modern technologies, tools and methods of activity to achieve a high-quality result.
According to Katkhanova I.F. and Bestybayeva K.I. this moment no applicabilityARin the educational process, since there is no single methodology for applying augmented reality technology in the educational environment. There are not so many applications that can be used in education, but, nevertheless, augmented reality is the most effective way to know the world around us, and the path that we will follow sooner or later, because we live in a rapidly developing information age. technologies.
Bibliography
Augmented Reality = School of the Future [Electronic resource]http:// evtool box. en/ ev- toolbox/ education (date of treatment 12/20/16)
What is augmented reality? [Electronic resource] (date of treatment 12/20/16)
How augmented reality technology helps in the education of children. [Electronic resource] (accessed 12/20/16)
Social consequences of augmented reality [Electronic resource]
Augmented reality technology in education. Interactive plus. [Electronic resource] (accessed 12/20/16)
There are very few successful projects that allow the use of augmented reality technologies in education. Here are some good examples:
PhysicsPlayground - a manual on physics, which is a three-dimensional environment with which you can improve knowledge about the structure of the universe.
Dow Day combines the current plan of the University of Wixonsin with what was happening there in 1967. Students, teachers and guests of the university can witness the action against the Vietnam War, watching it through their own smartphones.
Elements4D- a set of 6 dice, each with a picture of chemical element. If you point your smartphone camera at the cube, it will turn glass on the screen, and a sample of the substance will appear inside.
Despite the apparent effectiveness and effectiveness of solutions, there are many problems. Firstly, there is no technological base, standards for software development and the use of augmented reality technologies. Secondly, it is inconvenient to point the gadget at the marker every time and hold it for a long time. If smart glasses are needed to use the application, another difficulty arises - their inaccessibility.
Now augmented reality is at the stage of getting rid of illusions: the shortcomings of the technology are being revealed, there are less and less enthusiastic publications, but work on the bugs begins. About how this industry will develop and how education will be useful, I learned from the employees of leading agencies.
Oleg Yusupov, Head of MaaS Agency:
MaaS Agency is an industry marketing agency that solves the problems of positioning, presenting a product or service in an innovative digital format, and also implements digital solutions in the field of architecture.
Until we can say that a school has saved so much money thanks to such and such a decision, augmented and virtual reality will remain a niche market. We can only talk about isolated cases - first of all, this concerns virtual reality. For example, the Discipulus project, started at University College London, makes it possible to create "medical avatars" of patients by collecting information from wearable sensors. Courses of treatment can be tested directly on them, before starting to treat the patient himself.
There are many moral dilemmas to deal with in virtual reality. It is psychologists who most often use the empirical material of virtual reality and actively use the capabilities of simulators. Many psychotherapists have opened offices in Second Life, where they successfully treat patients.
People begin to feel the surrounding space in a new way. This is best seen in the case of young children, for whom a magazine is “a broken iPad” and interaction with the TV should be gestural by default.
Ivan Yunitskiy, creative director of MaaS Agency:
Judging objectively, the market for augmented reality in education is in its infancy. The main problem is the minimal interaction between those who develop technologies and implement them in education. Reasons include lack of funding educational institutions And low level awareness of the effectiveness of such technologies.
So far, virtual and augmented reality technologies are most actively used in medical education. There are many programs that simulate the internal structure of the body, the nervous and circulatory systems, etc. The effectiveness of this training format has been proven for a long time: a person perceives and remembers visual images faster.
Denis Ponomarenko, head of OrdinLab:
OrdinLab is an engineering team founded in 2014, dealing with IT technologies in education and business. To date, 12 projects in the field of augmented reality and interactive installations have been implemented.
If we talk about the near future (2-4 years), then we will see a boom in augmented reality technologies in the printing industry. You can simply point your smartphone camera at the pages of the textbook and get a colorful 3D model of the Battle of Borodino, a historical summary, and important facts. On higher levels education, such technologies will be useful to scan complex technical units and create visual aids for working with them.
In the distant future (10-15 years) we will see the combination of virtual augmented reality: people will sit still and simulate entire universes using wearable gadgets. Companies developing similar products in Russia are in too much of a hurry to create an augmented reality headset right now. Until technological progress allows you to create exactly the kind of wearable gadgets that the consumer wants, you need to focus on the development and testing of software products for mobile devices. It is necessary to show that it really works, that it helps to receive information in a new and convenient way. Then it will be possible to move on to a new stage: the person will be ready and take it for granted. At the same time, the user must take a direct part in the development - in the end, it is for him to use it.
1The article presents the results of numerous experiments, scientific research, publications, the introduction of virtual teaching aids into the educational process, as well as the experience of the authors obtained during the implementation of the project. The need to introduce "ReaEye" into the educational process is thoroughly described, based on the analysis of scientific research in the field of means, methods and forms of organization. educational activities, in which the fact is stated in an accessible form that the thought received with the help of visual analyzers is absorbed much better by pupils and students. In an accessible form, the structure and principle of operation of the electronic application "RealEye", created by the authors for the implementation of the project, are described. The work has a very great theoretical and practical significance, and will be in demand among pupils, students, teachers.
computer architecture
3D graphics
flash module
3D modeling
information and communication technologies
learning tool
"Augmented Reality"
1. Evtikhov, O.V., Adolf, V.A. Modern idea of the educational environment of the university as a pedagogical phenomenon // Bulletin of the KSPU. V.P. Astafiev. - 2014. - No. 1. - P.30-34.
2. Zakharova, T.V., Kirgizova, E.V., Basalaeva, N.V. Methodological aspects of use electronic textbook in teaching mathematics // Global scientific potential. - 2013. - No. 10(31). – P.18–21.
3. Petrova, O.A. Augmented Reality for Educational Purposes / O.A. Petrova // Intel® EducationGalaxy, Literatura. – 2013 [Electronic resource]. – Access mode: https://edugalaxy.intel. en/?automodule=blog&blogid=.
4. Shakirov, I.Sh. Didactic possibilities of organizing training using three-dimensional graphics, using the example of Augmented Reality technology. // Achievements and challenges modern science- Ufa: RIO MCIS OMEGA SCIENCES, - 2014. - P.42-44.
5. Alternativa Platform, Lesson "Augmented Reality" for version 7 [Electronic resource]. – Access mode: http://wiki.alternativaplatform.com.
Rapidly developing scientific and technological revolution based on the process of global informatization of all spheres public life, requires informatization and education. The significance and relevance of the work lies in the development and implementation of ICT, including tool environments for the implementation of training programs.
The use of information and communication technologies should fully comply with the current level technical development, visual, intellectual, constructive and, what is important, the software capabilities of modern achievements in the field of ICT. In most cases, the result of the student's activity depends on how informative and interesting the process of transferring knowledge is built, to what extent his needs for knowledge are realized, and by what means his further focus on deepening his knowledge is achieved.
"Augmented Reality" (Eng. Augmentedreality, AR) is one of recent achievements science and technology. Augmented reality technologies include those projects that are aimed at supplementing reality with virtual objects. This technology is widely used in architecture, marketing, computer games, military affairs.
We have reviewed, studied, analyzed research and development in the field of augmented reality technology, such as: "A Serveyof Augmented Reality"; Semapedia; Artag; "layar"; "Arget", which to some extent uses a video stream with further digital processing and overlay of computer graphics. Many of them, for implementation, use machine vision, through cameras (webcams).
The analysis of educational, pedagogical and scientific literature on this topic allowed us to conclude that this technology is not very applicable in the organization of the educational process.
The introduction of modern virtual learning tools into the education system is essential condition enhancing the learning effect, which consists in the interactivity of 3D modeling and the use of the augmented reality effect. Having a set of paper markers at hand, we can at any time present the educational object not only in volume, but also do a series of manipulations with it, look at it “from the inside” or in section. The relevance of introducing augmented reality technology into the educational process lies in the fact that the use of such an innovative tool will undoubtedly increase the motivation of students in the study of computer science and other disciplines, as well as increase the level of assimilation of information, synthesizing various forms of its presentation. A huge advantage of using augmented reality technology is its visibility, information completeness and interactivity.
The effectiveness of the educational process depends entirely on the level of its organization. The required level can be achieved with a clear, consistent, logically connected construction of all elements of the activities of the teacher and students.
For the successful implementation of this technology in education, we have developed the RealEye electronic application based on augmented reality technology, which provides wide functionality for both the teacher and the student. Using this technology, the teacher can convey the material necessary for studying in a more interesting and accessible form for students, building a lesson based on exciting games, demonstrations and laboratory work. The ease of use of virtual 3D objects simplifies the process of explaining new material. At the same time, mastering the technology of augmented reality, the level of information literacy of the teacher and students increases. A schematic representation of the RealEye is shown in Figure 1.
Fig.1. Real Eye Device
RealEye technology consists of a software environment - an interface and a device - an augmented reality controller (Figure 2). The core (heart) of the application is a Flash module based on the Flash Develop programming environment, which combines the following files:
A file with the 3DS extension is a three-dimensional model of an object, object or phenomenon created in the 3dsmax 3D graphics environment;
Ipg file - texture ("clothes") of the model, made in Photoshop;
A file with the Png extension is a marker implemented in CorelDraw;
In addition, the Alternativa3D 7 platform is connected and the FLAR Manager tracker is used. Alternativa3D 7 provides support for graphics, FLAR Manager tracks the marker in space and draws a 3D object.
Rice. 2. RealEye scheme
The application has a simple and user-friendly interface in which even a beginner can easily work without any instructions (Figure 3). The universal software shell for the Windows operating system was developed in the Boorland Delphi 7 object-oriented programming environment, with the connection of all necessary extensions (for example, Shockwave Flash player).
Rice. 3. RealEye application interface
The application interface allows you to select the operating mode of the program:
Automatic - flash modules of the studied objects are attached to the buttons. Starting, changing objects is carried out by pressing just one button;
Having a set of flash-modules and a marker (Figure 1), you can present the educational object at any time both in volume and using various manipulations. For the successful implementation of the project, we have developed Flash modules for system unit architecture devices (motherboard, power supply, RAM, video card, cooler, floppy drive, processor, sound card, hard drive).
In order for the program to work correctly, you must perform a number of actions:
1. Launch the RealEye application;
2. Select the operating mode;
3. In automatic mode, you must click on the button with the name of the model, in manual mode, click the "Select" button and specify the path to it. After making sure that the flash module has been successfully added (the full address for the flash module will appear in the "File location" line), click the "Run" button.
4. Point the controller at the marker;
5. To end viewing, click the "Finish" button, and to end the program, click "End the program".
Figure 4 shows the program execution process
Rice. 4. Running the RealEye program
The preview window clearly shows how the application we created, using computer vision algorithms, determines the position of the marker, creating a three-dimensional space in the output field for placing the model. This space is superimposed on the real image from the camera and changes depending on the position of the marker or the camera in real time. Subsequently, according to the coordinates of the superimposed space, the 3D model is placed on the real image. The right window displays brief information about the object in question.
In addition, it is possible to work with a marker located in the textbook (in the brochure developed by us on the topic “Architecture and structure of a computer”) (Fig. 5).
Rice. 5. Marker in Tutorial Page
The marker is read by the computer regardless of size, so after processing the image from the controller, we get a three-dimensional model of the CD / DVD drive on the tutorial page.
In the process of organizing the study of the topic "Computer Architecture", the demonstration can be used both directly by the teacher himself, and individually by each student at their workplaces. The use of such technology ensures the effectiveness of the educational process and increases the interest of students in the subject area "Informatics".
Thus, training based on the Augmented Reality technology should be carried out in the course of solving educational and cognitive tasks. This will ensure that the student masters not only the actions specific to the given area, but also the system of universal educational actions. In the course of solving these problems, the student obtains the necessary knowledge and applies it in practice.
The application allows the teacher, when organizing the educational process, to make the lessons more visual, informative, and most importantly interesting for students, which will have a stimulating effect on children.
Thus, the organization of training based on the technology of "Augmented Reality" will have a positive impact both for the student (to promote better assimilation of knowledge) and for the teacher (it will help organize the educational process).
This work was supported by the Krasnoyarsk Regional Science Foundation.
Reviewers:
Pak N.I., Doctor of Pedagogical Sciences, Professor, Head of the Department of IITHE Krasnoyarsk State Pedagogical University them. V.P. Astafieva, Krasnoyarsk;
Adolf V.A., Doctor of Pedagogy, Professor, Head of the Department of Pedagogy, Krasnoyarsk State Pedagogical University. V.P. Astafieva, Krasnoyarsk.
Bibliographic link
Kirgizova E.V., Shakirov I.Sh., Zakharova T.V., Rubtsov A.V. "ARGED REALITY": INNOVATIVE TECHNOLOGY OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN COMPUTER SCIENCE // Contemporary Issues science and education. - 2015. - No. 2-2.;URL: http://science-education.ru/ru/article/view?id=21827 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
One of the most popular areas for the development of virtual and augmented reality is education. There are many various options application of modern technologies in this area - from simple school tours to ancient egypt in geography lessons to training specialists to work on a bullet train or on space station. Dmitry Kirillov, head of VRAR lab and Cerevrum Inc shared his comments on the possibilities of virtual reality in education.
Pros of using VR in education
The use of virtual reality opens up many new opportunities in learning and education that are too complex, time consuming or expensive for traditional approaches, if not all at the same time. There are five main advantages of using AR/VR technologies in education.
visibility. Using 3D graphics, chemical processes can be shown in detail down to the atomic level. Moreover, nothing forbids going even further and showing how the division of the nucleus occurs inside the atom itself before nuclear explosion. Virtual reality is able not only to provide information about the phenomenon itself, but also to demonstrate it with any degree of detail.
Safety. Heart surgery, driving a bullet train, a space shuttle, fire safety - you can immerse the viewer in any of these circumstances without the slightest threat to life.
Involvement. Virtual reality allows you to change scenarios, influence the course of an experiment, or decide math problem in a playful and understandable way. During a virtual lesson, you can see the world of the past through the eyes of a historical character, go on a journey through the human body in a microcapsule, or choose the right course on Magellan's ship.
Focusing. The virtual world, which will surround the viewer from all sides at all 360 degrees, will allow you to fully concentrate on the material and not be distracted by external stimuli.
Virtual lessons. The first-person view and the feeling of your presence in the drawn world is one of the main features of virtual reality. This allows you to conduct lessons entirely in virtual reality.
VR formats in education
The use of new technologies in education suggests that the educational process must be restructured accordingly.
FULL-TIME EDUCATION
Virtual technologies offer interesting opportunities for the transfer of empirical material. In this case, the classical learning format is not distorted, since each lesson is supplemented by a 5–7-minute immersion. A scenario can be used in which the virtual lesson is divided into several scenes, which are included at the right moments of the lesson. The lecture remains, as before, the structure-forming element of the lesson. This format allows you to modernize the lesson, involve students in the learning process, visually illustrate and consolidate the material.
DISTANCE EDUCATION
With distance learning, the student can be anywhere in the world, as well as the teacher. Each of them will have their own avatar and be personally present in the virtual classroom: listen to lectures, interact and even perform group tasks. This will give a sense of presence and eliminate the boundaries that exist when learning through videoconferencing. Also, the teacher will be able to understand when the student decides to leave the lesson, since the Oculus Rift and HTC Vive helmets are equipped with a light sensor that allows them to recognize whether the helmet is currently being used or not.
BLENDED EDUCATION
If there are circumstances that prevent attending classes, the student can do this remotely. To do this, the classroom must be equipped with a 360-degree video camera with the ability to broadcast video in real time. Students attending a lesson remotely will be able to observe what is happening in the classroom in the first person (for example, directly from their place), see their classmates, communicate with the teacher and take part in joint lessons.
SELF-EDUCATION
Any of the developed educational courses can be adapted for self-study. The lessons themselves can be placed in online stores (for example, Steam, Oculus Store, App Store, Google Play Market) so that everyone has the opportunity to master or repeat the material on their own.
Cons of using VR in education
However, until the use of technology and the devices themselves are as “perfect as possible”, there will be disadvantages and potential problems of using virtual reality in education.
Volume. Any discipline is quite voluminous, which requires large resources to create content for each topic of the lesson - in the form full course or tens and hundreds of small applications. Companies that will create such materials must be prepared to develop for quite a long time without the possibility of recoupment before the release of full-fledged sets of lessons.
Price. In case of distance learning the burden of purchasing the virtual reality device falls on the user, or the device may be their phone. But educational institutions it will be necessary to purchase sets of equipment for the classes in which classes will be held, which also requires significant investments.
Functionality. Virtual reality, like any technology, requires the use of its own specific language. It is important to find the right tools to make content visual and engaging. Unfortunately, many attempts to create educational VR applications do not use all the possibilities of virtual reality and, as a result, do not fulfill their function.
Example: Physics lesson in VR
In order to test the effectiveness and viability of using virtual reality in education, VRAr lab has developed an experimental lesson in physics. The study involved 153 people: adolescents aged 6-17, their parents and relatives. After viewing, the participants were asked to answer three questions: how well educational material filed thus; what is the attitude of children to learning in virtual reality; which school items(according to schoolchildren) are preferable for creating lessons in virtual reality.
The lesson was dedicated to electric current in a simple electrical circuit. Putting on glasses, the user found himself in a room in front of a table on which the simplest electrical circuit. Next, the user got inside the conductor, where he had to study its structure (visualization of the structure of the atom, crystal lattice, conditional visualization of the flow of electric current in conjunction with a power source). The lesson is designed for six students, accompanied by a lecture by the teacher and lasts from 5 to 7 minutes.
After the lecture, the respondents filled out questionnaires.
Assimilation of material and attitude to lessons in VR
Respondents were asked to answer three closed questions of the questionnaire: which of the listed particles is not a particle of an atom; What is the nucleus of an atom made of? which particle is responsible for transmission electric charge. The result was excellent - only 8.5% of respondents did not master the material.
As for the attitude to such lessons, according to VRAR lab, 148 respondents out of 153 (97.4%) would like to further use virtual reality technologies in school lessons, and the majority indicated physics and chemistry as disciplines.
In general, the experiment conducted by the VRAR lab showed the success of VR in education. Modern technologies, despite a long way of development, are still young, but still virtual reality is the next big breakthrough in the development of education. And in the near future we will see many interesting discoveries in this area.
