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Devanshi Enhancing STEM Education With Augmented Reality

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7 views13 pages

Devanshi Enhancing STEM Education With Augmented Reality

Uploaded by

msm.international.823
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ENHANCING STEM

EDUCATION WITH
AUGMENTED REALITY: A
CASE STUDY OF
AUSTRALIAN
UNIVERSITIES
Devanshi Khosla
s8098861
1
INTRODUCTION
 AR transforms STEM education by making abstract concepts
tactile and interactive.
 Keywords include STEM, augmented reality, interactive
learning, and immersive education.
 AR enhances student engagement, clarifies complex ideas,
and creates dynamic learning environments.
 Educational technologies have evolved from basic tools to
advanced AR applications.

2
MIND MAP

3
PROBLEM STATEMENT

 AR integration in STEM education in Australian colleges faces


technical challenges and resistance.
 Issues include limited marker recognition(ease of use) and
teacher resistance.
 The study aims to optimize AR’s effectiveness by partially
addressing these obstacles.

4
LITERATURE REVIEW
 Focuses on AR in STEM education at Australian universities to
improve student involvement and learning outcomes.
 AR improves conceptual knowledge and spatial visualization
(Álvarez-Marín et al., 2021; Czok et al., 2023).
 AR boosts student motivation and participation (Lu et al.,
2021).
 Effective
AR integration into curricula requires proper
alignment and infrastructure (Geroimenko, 2020; Iqbal,
Mangina & Campbell, 2022).

5
RESEARCH WORK DONE

 Studieshighlight AR's potential to enhance educational


outcomes and challenges (Sırakaya & Sırakaya, 2020; Ajit,
2023).
 AR enhances student involvement, performance, and
interaction but faces issues with technology and usability.
 AR’s role in organizing STEM education and improving
collaboration is emphasized (Osadchyi et al., 2021).

6
FUTURE DIRECTIONS AND
INNOVATIONS
 Develop AR applications tailored for Australian
colleges to improve STEM education.
 Focus on enhancing marker recognition and
usability; explore spatial computing and real-time
data integration.
 Future studies will evaluate the impact of these AR
innovations on academic achievement and
engagement.

7
METHODOLOGY AND
METHODS
 Methodologies include qualitative and quantitative approaches such as
case studies and experimental research.
 Hardware includes tablets, mobile devices, and AR headsets; Software
includes Unity, ARKit, and ARCore (Czok et al., 2023).
 Future trends involve AI-driven AR applications and exploring remote
learning contexts (Iqbal, Mangina & Campbell, 2022).
 Data collection method includes document review consisting of literature
and industry reports.
 Data analysis method includes qualitative analysis (e.g., thematic
coding) and quantitative analysis (e.g., statistical tests).
 Sampling method includes three rounds of broad reading and focused
reading.
8
RESEARCH PLAN
Week Activity

Week 1-2 Literature review and


 Week 1-2: Literature review research proposal
and research proposal finalization

finalization.
Week 3-6 Intensive reading
 Week 3-6: Intensive reading
Week 7 Preparing first draft
 Week 7: Preparing first draft
 Week 8:preparing final draft Week 8 Preparing final draft

9
CONCLUSIONS

 AR has the potential to enhance STEM education.


 The research addresses AR’s advantages and challenges,
aiming to improve educational experiences and outcomes.
 Future work will focus on deploying and evaluating AR modules
to advance educational practices.

10
REFERENCES
 Ajit, G. (2023). A systematic review of augmented reality in STEM education. Educational
Research and Reviews, 39(1). https://doi.org/10.25115/eea.v39i1.4280
 Álvarez-Marín, A., et al. (2021). Augmented reality and engineering education: A systematic
review. IEEE Transactions on Learning Technologies.//double check for missing details.
 Czok, V., Krug, M., Müller, S., Huwer, J., & Kruse, S. (2023). A framework for analysis and
development of augmented reality applications in science and engineering teaching.
Education Sciences.
 Elkilany, A., & Abas, A. (2022). The importance of augmented reality technology in science
education: A scoping review. International Journal of Information and Education Technology.
 Geroimenko, V. (2020). Augmented reality in education. Springer Series on Cultural
Computing.
 Iqbal, M. Z., Mangina, E., & Campbell, A. G. (2022). Current challenges and future research
directions in augmented reality for education. Multimodal Technologies and Interaction.

11
REFERENCES
 Lu, A., Wong, C. S. K., Cheung, R. Y. H., & Im, T. S. W. (2021). Supporting flipped
and gamified learning with augmented reality in higher education. Frontiers in
Education.
 Osadchyi, V. V., Valko, N. V., & Kuzmich, L. V. (2021). Using augmented reality
technologies for STEM education organization. Journal of Physics: Conference
Series, 1840, 012027. https://doi.org/10.1088/1742-6596/1840/1/012027
 Sırakaya, M., & Sırakaya, D. A. (2020). Augmented reality in STEM education: A
systematic review. Interactive Learning Environments, 28(9), 1556-1569.
https://doi.org/10.1080/10494820.2020.1722713
 Stojšić, I., Ivkov-Džigurski, A., Maričić, O., & others. (2020). Students' attitudes
toward the application of mobile augmented reality in higher education.
Informacije - časopis za opća.
 Talan, T. (2021). Augmented reality in STEM education: Bibliometric analysis.
International Journal of Technology in Education.
12
13
THANK YOU!

ANY QUESTIONS?

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