Studying the application of AR in the classroom from the perspective of situated learning

STUDYING THE APPLICATION OF AR IN THE
CLASSROOM FROM THE PERSPECTIVE OF
SITUATED LEARNING
Balázs Czékmán, PhD
Kispesti Puskás F. primary school
IKT MasterMinds Research Group
Nóra Barnucz
University of Public Service, ESP

THE DEFINITION OF AR
Augmented Reality allows the user to see the real
world, with virtual objects superimposed upon or
composited with the real world. Therefore, AR
supplements reality, rather than completely replacing it
(Azuma 1997).
Types of AR:
 marker less or location-based AR
 marker-based AR
 superimposition-based AR
(Sokhanych 2022)
International Conference on ICT in Education, Subotica, Serbia, 4th, November, 2022.

THE THEORETICAL FRAMEWORK OF AR
■ AR can quickly open up new possibilities for teaching, learning, research and
other creative uses (Avila-Garzon et al., 2021)
■ According to Dunleavy & Dede (2014), the learning support effect of AR is
based on the theory of situated learning and constructivist learning.
■ Based on Dede's (2008 and 2009) studies, situational learning is important in
relation to AR because the focus is on transfers. The meaning of transfer in
this case is the application of learned knowledge elements in different
situations.

RESEARCH MODEL OF SL
SITUATED
LEARNING
CHANGE IN
MENTAL MODEL
THEMATIC FOCUS
COGNITIVE
ABSORPTION
PARTICIPATION
SOCIAL STRUCTURE
(Goel et al., 2010)

OUR PREVIOUS RESEARCH
 Action research according to different projects – Digital Storytelling
(e. g. Czékmán–Aknai–Fehér 2017; Aknai–Czékmán–Fehér 2016); positive results
 AR – Linux commands – vocational school students; both the experimental and
control groups became better; the lack of motivation of the students could not be
compensated by the use of AR; neutral results
 AR in ESP classes for Law Enforcement; the experimental (AR) group had better
results in word acquisition also they had higher motivational level; positive results

THE DETAILS OF THE RESEARCH
 Aim of the research:
 Our research aims to explore and investigate the application
and characteristics of situated learning.
 Methodology: questionnaire
 Data collection methods: questionnaire adapted from Goel et al.,
2010; 1-5 Likert scale items
 Data collection: October, 2022

RESEARCH QUESTIONS, HYPOTHESES
 Q1: How representative is the application of situated learning (SL) in different learning
environments (LE)?
 H1: The basic principles of SL are more representative in digital and AR-enhanced
digital LE than in traditional LE.
 Q2: Are there any differences in the four dimensions of SL based on the different LEs?
 H2: The different dimensions of SL are more emphasized in digital and AR-
enhanced digital LE than in traditional LE.

SAMPLE
Teachers (N=29) N %
years spent
with teaching
younger than 29 0 0 0
30-39 yrs 6 20 11
40-49 yrs 9 30 21
50-59 yrs 14 46,7 28
over 60 1 3,3 40
total 30 100,0 23
3
4
14
18
8
higher
education
secondary
school
upper primary
lower pirmary
kindergarten

THE USE OF AR
1-3 yrs;
53,3%
4 or more yrs;
46,7%
occasionally; 70%
10-20% of the classes;
23,3%
30-50% of the classes;
6,6%
The duration of the use of AR The frequency of the use of AR

MEANINGFUL SITUATIONS
the connection of learning
to meaningful,
real-world situations
(ANOVA: non-significant)
4,07
4,37
4,50
traditional LE digital LE AR enhanced
digital LE

4,07
4,40
4,27
digital LE
MOTIVATION
High-level student motivation

INTERACTIONS
students’ interactions,
collaborative / cooperative
knowledge building
4,33
4,50 4,50
digital LE

TEACHERS’ ROLE
teacher is in a facilitator role
3,73
4,30 4,23
digital LE

3,63
3,80
3,93
digital LE
ASSESSMENT
mainly formative
assessment instead of
summative

INDEX OF SITUATED LEARNING
3,97
4,27 4,29
digital LE
situated learning in different
learning environments - TOTAL

THEMATIC FOCUS
group communication,
different mental models 
synthesizing differences 
common understanding
(*ANOVA: significant)
3,33
4,07
4,27
digital LE

COGNITIVE ABSORPTION
Apart from extrinsic motivation, a
person’s intrinsic motivation may
guide his learning process. 
key element of situated learning.
3,68
4,57 4,66
digital LE

PARTICIPATION
Participation is when an
individual engages in social
interaction, shows interest in
others’ points of view during
the learning activity.
3,37
4,17* 4,28*
digital LE

SOCIAL STRUCTURE
Social structure is the pattern
of relationships between and
amongst individuals as they
relate to other members of a
group during a learning
activity.
4,13
4,49* 4,41*
digital LE

MENTAL MODEL BUILDING
mental model theory
describes how learning is
cognitively processed 
change in students’
knowledge
3,75
4,55* 4,53*
digital LE

CONCLUSION
 AR can offer new possibilities for teaching and learning.
 Situated learning may be a proper framework for AR.
 H1: SL is more representative in digital and AR-enhanced digital LE
than in traditional LE. It is more likely to be, but non-significant.
 H2: The different dimensions of SL are higher in digital and AR-
enhanced digital LE than in traditional LE. It is true and has been
proven by ANOVA statistics.

THANK YOU FOR YOUR ATTENTION!
Balázs Czékmán, PhD
Kispesti Puskás F. primary school
balazs.czekman@gmail.com
Nóra Barnucz
University of Public Service, FLE ESP
barnucz.nora@uni-nke.hu

■ Aknai, D. O., Czékmán, B., & Fehér, P. (2016a). Kiterjesztett valóság (AR) alkalmazások használata és készítése – lehetőségek a
tartalomba-ágyazott, integrált kompetenciafejlesztésre. In L. Hülber (Szerk.), I. Oktatásszervezési és Oktatásinformatikai Konferencia
[elektronikus dok.] (o. 37–37). Líceum Kiadó; MTMT. https://m2.mtmt.hu/api/publication/3071974
■ Aknai, D. O., Czékmán, B., & Fehér, P. (2016b). Kiterjesztett valóság (AR) alkalmazások, használata és készítése az iskolában. In N.
Márhoffer, N. Szekeres, & K. Rusznak (Szerk.), Horizontok és dialógusok II. konferencianapok (o. 22–23). Pécsi Tudományegyetem
Bölcsészettudományi Kar Neveléstudományi Intézet; MTMT. https://m2.mtmt.hu/api/publication/3072616
■ Avila-Garzon, C., Bacca-Acosta, J., Kinshuk, D., Duarte, J., & Betancourt, J. (2021). Augmented Reality in Education: An Overview of
Twenty-Five Years of Research. Contemporary Educational Technology, 13. https://doi.org/10.30935/cedtech/10865
■ Azuma, R. T. (1997). A Survey of Augmented Reality. Presence: Teleoperators and Virtual Environments, 6(4), 355–385.
https://doi.org/10.1162/pres.1997.6.4.355
■ Czékmán, B., Aknai, D. O., & Fehér, P. (2017). A tartalomelőállítás lehetőségei a virtuális valóság (VR) és a kiterjesztett valóság (AR)
oktatási célú alkalmazásai esetében. In L. Hülber & A. Tamásné Fekete (Szerk.), II. Oktatástervezési és Oktatás-informatikai Konferencia
(o. 39–40). Líceum Kiadó; MTMT. https://m2.mtmt.hu/api/publication/3179823
■ Dede, C. (2008). Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning. In J. Voogt & G.
Knezek (Szerk.), International Handbook of Information Technology in Primary and Secondary Education (o. 43–62). Springer US.
https://doi.org/10.1007/978-0-387-73315-9_3
■ Dunleavy, M., & Dede, C. (2014). Augmented Reality Teaching and Learning. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Szerk.),
Handbook of Research on Educational Communications and Technology (o. 735–745). Springer New York. https://doi.org/10.1007/978-
1-4614-3185-5_59
■ Goel, L., Johnson, N., Junglas, I., & Ives, B. (2010). Situated Learning: Conceptualization and Measurement. Decision Sciences Journal of
Innovative Education, 8(1), 215–240. https://doi.org/10.1111/j.1540-4609.2009.00252.x
■ Immersive Interfaces for Engagement and Learning | Science. (é. n.). Elérés 2022. november 2., forrás
https://www.science.org/doi/10.1126/science.1167311
■ Sokhanych, A. (2017, június 8). What is Augmented Reality technology and how does AR work—2022. Thinkmobiles.
https://thinkmobiles.com/blog/what-is-augmented-reality/
REFERENCES

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