Please use this identifier to cite or link to this item:
https://www.um.edu.mt/library/oar/handle/123456789/122120
Full metadata record
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Camilleri, Christian | - |
dc.contributor.author | Farrugia, Lawrence | - |
dc.contributor.author | Pulé, Sarah | - |
dc.contributor.author | Mora Luis, Carlos Efrén | - |
dc.date.accessioned | 2024-05-10T12:03:08Z | - |
dc.date.available | 2024-05-10T12:03:08Z | - |
dc.date.issued | 2024 | - |
dc.identifier.citation | Camilleri, C., Farrugia Caruana, L., Pulé, S., & Mora Luis, C. E. (2024, May). A holistic conceptual framework to assess the impact of augmented reality on the learners' emotion and cognitive learning. IEEE Global Engineering Education Conference (EDUCON), Greece. 1-3. | en_GB |
dc.identifier.uri | https://www.um.edu.mt/library/oar/handle/123456789/122120 | - |
dc.description.abstract | The rising popularity of Augmented Reality (AR) in educational settings is attributed to its acknowledged effectiveness in facilitating teaching and learning. Numerous studies have examined the trends, benefits, opportunities, challenges, and the overall impact of this technology on education. Nevertheless, the majority of prior studies overlook the crucial understanding that the success of an AR-based intervention does not rely solely on the technical attributes of the technology but also on the pedagogical strategies employed for their implementation combined with the learners’ emotional and cognitive processes. This paper presents the development of a learner-centred framework for higher education engineering learners. Based on the Design Science Research (DSR) methodology, this framework presents a series of three systematic and interrelated phases. These include, (1) examining pedagogical requirements, (2) the subsequent development of AR-learning-based scenarios and (3) the effect of AR-based learning scenarios on the learners’ emotions, learners’ achievement and the learners’ engagement. The development and implementation of this framework should consequently lead to AR experiences that are more naturally captivating and emotionally gratifying for engineering learners. | en_GB |
dc.language.iso | en | en_GB |
dc.publisher | Institute of Electrical and Electronics Engineers | en_GB |
dc.rights | info:eu-repo/semantics/restrictedAccess | en_GB |
dc.subject | Augmented reality | en_GB |
dc.subject | Augmented reality in education | en_GB |
dc.subject | Engineering -- Study and teaching (Higher) -- Malta | en_GB |
dc.subject | Student-centered learning -- Malta | en_GB |
dc.subject | Engineering students -- Malta | en_GB |
dc.title | A holistic conceptual framework to assess the impact of augmented reality on the learners' emotion and cognitive learning | en_GB |
dc.type | conferenceObject | en_GB |
dc.rights.holder | The copyright of this work belongs to the author(s)/publisher. The rights of this work are as defined by the appropriate Copyright Legislation or as modified by any successive legislation. Users may access this work and can make use of the information contained in accordance with the Copyright Legislation provided that the author must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the prior permission of the copyright holder. | en_GB |
dc.bibliographicCitation.conferencename | IEEE Global Engineering Education Conference (EDUCON) | en_GB |
dc.bibliographicCitation.conferenceplace | Kos Island, Greece. 08-11/05/2024. | en_GB |
dc.description.reviewed | peer-reviewed | en_GB |
Appears in Collections: | Scholarly Works - FacEduTEE |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
A holistic conceptual framework to assess the impact of augmented reality on the learners emotion and cognitive learning 2024.pdf Restricted Access | 621.15 kB | Adobe PDF | View/Open Request a copy |
Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.