Sbei gimnasium №1529 named after A. S. Griboyedov augmented reality in educational environments



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EligoVision Toolbox

ANALYTICAL PART



CONCLUSION

Implementing the newest technologies is eligible in all areas of our life. Likewise, Augmented Reality is starting to be used in educational environments. We analyzed certain Augmented Reality pilots, which aim was to improve academic activity. However, Augmented Reality should not be interpreted as wonder-working method of teaching. Each Augmented Reality application is unique and has its own advantages and disadvantages. Implemented thoroughly Augmented Reality nonetheless may bring into education numerous benefits. We have identified 10 different advantages of Augmented Reality. Two of them (Increased Information Accessibility and Personal Experience) seem to be the most significant, due to the importance of these factors in some spheres, such as medicine or aviation etc.

We have introduced technology of Augmented Reality to Russian students, by naming its types and AR-based companies. We have named directions of Augmented Reality in education and tried to give meaningful reasons of using it. We have also presented varied options of employment of technology at schools or other educational institutions.

GlOSSARY

Computer-mediated reality refers to the ability to add to, subtract information from, or otherwise manipulate one's perception of reality through the use of a wearable computer or hand-held device such as a smartphone.

Semantics is primarily the linguistic, and also philosophical study of meaning—in language, programming languages, formal logics, and semiotics. It focuses on the relationship between signifiers—like words, phrases, signs, and symbols—and what they stand for, their denotation.It is often used in ordinary language for denoting a problem of understanding that comes down to word selection or connotation.

Immersive ── noting or relating to digital technology or images that actively engage one's senses and may create an altered mental state: immersive media.

Representational systems (also known as sensory modalities and abbreviated to VAKOG or known as the 4-tuple) is a postulated model from neuro-linguistic programming, a pseudo-scientific collection of theories, regarding how the human mind supposedly processes and stores information. The central idea of this model is that experience is represented in the mind in sensorial terms, i.e. in terms of the putative five senses.

Computer software, or simply software, is that part of a computer system that consists of encoded information or computer instructions, in contrast to the physical hardware from which the system is built.

Computer hardware is the collection of physical components that constitute a computer system. Computer hardware is the physical parts or components of a computer, such as monitor, keyboard, computer data storage, hard disk drive (HDD), graphic card, sound card, memory (RAM), motherboard, and so on, all of which are tangible physical objects.

Hardware is directed by the software to execute any command or instruction. A combination of hardware and software forms a usable computing system.



Empirical(here)── capable of being verified or disproved by observation or experiment.

Misalignment the incorrect arrangement or position of something in relation to something else.

Counterpart ── a person or thing closely resembling another, especially in function.

In computer graphics, ambient occlusion is a shading and rendering technique used to calculate how exposed each point in a scene is to ambient lighting.



LITERATURE LIST

Correa, A. G. D., Tahira, A., Ribeir, J. B., Kitamura, R. K., Inoue, T. Y., & Ficheman, I. K. (2013). Development of an interactive book with augmented reality for mobile learning.8th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 211-545)

Dünser, A., & Hornecker, E. (2009). An observational study of children interacting with an augmented story book. Technologies for E-Learning and Digital Entertainment (pp. 79-162). Springer Berlin Heidelberg

Welch, G., Russo, D., Funaro, J., van Dam, A., Ilie, A., Low, K. L., Lastra, A., Cairns, B., Towles, H., Fuchs, H., Yang, R., Becker, S., Russo, D., Funaro, J., & Van Dam, A. (2008). Immersive electronic books for surgical training (pp. 16-23)

Shelton, B. E., & Hedley, N. R. (2014). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning (pp. 87-105)
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