Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement

The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to...
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Autor*in:	Manjeet Singh [verfasserIn] Shaun Bangay [verfasserIn] Henry Grossek [verfasserIn] Atul Sajjanhar [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	augmented reality kindergarten transition design engagement literacy primer

Übergeordnetes Werk:	In: Multimodal Technologies and Interaction - MDPI AG, 2017, 7(2023), 5, p 46
Übergeordnetes Werk:	volume:7 ; year:2023 ; number:5, p 46

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3390/mti7050046

Katalog-ID:	DOAJ094330190

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spelling	10.3390/mti7050046 doi (DE-627)DOAJ094330190 (DE-599)DOAJ9296a390d25347c3aeeeb55aae7cdc97 DE-627 ger DE-627 rakwb eng Manjeet Singh verfasserin aut Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities. augmented reality kindergarten transition design engagement literacy primer Technology T Science Q Shaun Bangay verfasserin aut Henry Grossek verfasserin aut Atul Sajjanhar verfasserin aut In Multimodal Technologies and Interaction MDPI AG, 2017 7(2023), 5, p 46 (DE-627)886148820 (DE-600)2893637-1 24144088 nnns volume:7 year:2023 number:5, p 46 https://doi.org/10.3390/mti7050046 kostenfrei https://doaj.org/article/9296a390d25347c3aeeeb55aae7cdc97 kostenfrei https://www.mdpi.com/2414-4088/7/5/46 kostenfrei https://doaj.org/toc/2414-4088 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 7 2023 5, p 46
allfields_unstemmed	10.3390/mti7050046 doi (DE-627)DOAJ094330190 (DE-599)DOAJ9296a390d25347c3aeeeb55aae7cdc97 DE-627 ger DE-627 rakwb eng Manjeet Singh verfasserin aut Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities. augmented reality kindergarten transition design engagement literacy primer Technology T Science Q Shaun Bangay verfasserin aut Henry Grossek verfasserin aut Atul Sajjanhar verfasserin aut In Multimodal Technologies and Interaction MDPI AG, 2017 7(2023), 5, p 46 (DE-627)886148820 (DE-600)2893637-1 24144088 nnns volume:7 year:2023 number:5, p 46 https://doi.org/10.3390/mti7050046 kostenfrei https://doaj.org/article/9296a390d25347c3aeeeb55aae7cdc97 kostenfrei https://www.mdpi.com/2414-4088/7/5/46 kostenfrei https://doaj.org/toc/2414-4088 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 7 2023 5, p 46
allfieldsGer	10.3390/mti7050046 doi (DE-627)DOAJ094330190 (DE-599)DOAJ9296a390d25347c3aeeeb55aae7cdc97 DE-627 ger DE-627 rakwb eng Manjeet Singh verfasserin aut Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities. augmented reality kindergarten transition design engagement literacy primer Technology T Science Q Shaun Bangay verfasserin aut Henry Grossek verfasserin aut Atul Sajjanhar verfasserin aut In Multimodal Technologies and Interaction MDPI AG, 2017 7(2023), 5, p 46 (DE-627)886148820 (DE-600)2893637-1 24144088 nnns volume:7 year:2023 number:5, p 46 https://doi.org/10.3390/mti7050046 kostenfrei https://doaj.org/article/9296a390d25347c3aeeeb55aae7cdc97 kostenfrei https://www.mdpi.com/2414-4088/7/5/46 kostenfrei https://doaj.org/toc/2414-4088 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 7 2023 5, p 46
allfieldsSound	10.3390/mti7050046 doi (DE-627)DOAJ094330190 (DE-599)DOAJ9296a390d25347c3aeeeb55aae7cdc97 DE-627 ger DE-627 rakwb eng Manjeet Singh verfasserin aut Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities. augmented reality kindergarten transition design engagement literacy primer Technology T Science Q Shaun Bangay verfasserin aut Henry Grossek verfasserin aut Atul Sajjanhar verfasserin aut In Multimodal Technologies and Interaction MDPI AG, 2017 7(2023), 5, p 46 (DE-627)886148820 (DE-600)2893637-1 24144088 nnns volume:7 year:2023 number:5, p 46 https://doi.org/10.3390/mti7050046 kostenfrei https://doaj.org/article/9296a390d25347c3aeeeb55aae7cdc97 kostenfrei https://www.mdpi.com/2414-4088/7/5/46 kostenfrei https://doaj.org/toc/2414-4088 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4392 GBV_ILN_4700 AR 7 2023 5, p 46
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author	Manjeet Singh
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abstract	The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities.
abstractGer	The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities.
abstract_unstemmed	The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities.
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title_short	Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement
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