The ARICE Framework: Augmented Reality in Computing Education

Authors

  • Yuanqiong Wang Department of Computer and Information Sciences Towson University 8000 York Road Towson, MD 21252
  • Giovanni Vincenti Department of Computer and Information Sciences Towson University 8000 York Road Towson, MD 21252
  • James Braman Department of Computer and Information Sciences Towson University 8000 York Road Towson, MD 21252
  • Alfreda Dudley Department of Computer and Information Sciences Towson University 8000 York Road Towson, MD 21252

DOI:

https://doi.org/10.3991/ijet.v8i6.2809

Keywords:

Augmented Reality, Computing Education, Mixed Reality Learning, ARICE

Abstract


Augmented Reality (AR) is a term for a live direct or an indirect view of a physical, real-world environment whose elements are augmented by computer-generated sensory input and output including sound, graphics or haptic input and feedback mechanisms. It has been reported that the use of AR for educational purposes provided opportunities for reflection, capabilities for multiple representations, and co-design of personalized learning experiences which contribute to promote active learning. However, most of the reported applications are for students at the elementary or high school level. There are no reported formal studies on AR application on a college/university level. Based on this lack of information, several questions arise: Are the benefits unique to the elementary and high school students? If AR is used in college classrooms, will it show similar benefits? This paper proposes an Augmented Reality in Computing Education (ARICE) framework for using an AR educational system in undergraduate computing education to improve student performance, retention and learning outcomes. A research plan on how to evaluate the framework has also been presented.

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Published

2013-11-08

How to Cite

Wang, Y., Vincenti, G., Braman, J., & Dudley, A. (2013). The ARICE Framework: Augmented Reality in Computing Education. International Journal of Emerging Technologies in Learning (iJET), 8(6), pp. 27–34. https://doi.org/10.3991/ijet.v8i6.2809

Issue

Section

Special Focus Papers