School Safari: An Adventure in Search of Animals with Augmented Reality
Abstract
This work presents the development and implementation of the “Safari Escolar”system, an Augmented Reality (AR) platform designed for preschool children in a rural area, focusing on educational units located outside the urban center. The system aims to provide an interactive and playful experience, allowing children to explore the school environment in search of fictional animals, thereby promoting engaging and enjoyable learning. The development process was guided by a teacher specializing in early childhood education, who contributed to identifying the needs and expectations of children interacting with the technology. Intuitive interfaces and a database containing educational information about the animals, tailored for a young audience, were created. The results indicate a positive pedagogical potential, with good system stability and high accuracy in the positioning of virtual animals, demonstrating its feasibility and educational impact.
Keywords:
Early Childhood Education, Augmented Reality, Educational Interaction, Virtual Animals
References
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AlNajdi, S. M. (2022). The effectiveness of using augmented reality (ar) to enhance student performance: using quick response (qr) codes in student textbooks in the saudi education system. Educational technology research and development, 70(3):1105–1124.
Altinpulluk, H. (2019). Determining the trends of using augmented reality in education between 2006-2016. Education and Information Technologies, 24(2):1089–1114.
Aydougdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2):326–348.
Billinghurst, M., Clark, A., Lee, G., et al. (2015). A survey of augmented reality. Foundations and Trends in Human–Computer Interaction, 8(2-3):73–272.
Brasil (2017). Base Nacional Comum Curricular: Educação é a Base. Ministério da Educacão, Brasília.
Conzatti, S. (2018). Guia de planejamento na Educação Infantil com a BNCC: plano anual e planejamentos diários . Independente.
Cruz, A., Junior, M. A., Neto, G. C., Neto, C. S., Teixeira, M., Cruz, P., Barbosa, K., and Brito, C. (2023). Aplicação de jogos educativos baseados em realidade aumentada como estratégia de auxílio na alfabetização de crianças com síndrome de down. In Anais do XXXIV Simposio Brasileiro de Informática na Educação, pages 509–520, Porto Alegre, RS, Brasil. SBC
Dunleavy, M. and Dede, C. (2014). Augmented reality teaching and learning. Handbook of research on educational communications and technology, pages 735–745.
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. myth or reality? International journal of emerging technologies in learning, 14(3).
Familoni, B. T. and Onyebuchi, N. C. (2024). Augmented and virtual reality in us education: a review: analyzing the impact, effectiveness, and future prospects of ar/vr tools in enhancing learning experiences. International Journal of Applied Research in Social Sciences, 6(4):642–663.
Gecu-Parmaksiz, Z. and Delialioglu, Ö. (2020). The effect of augmented reality activities ¨ on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7):876–889.
Gong, Z., Wang, R., and Xia, G. (2022). Augmented reality (ar) as a tool for engaging museum experience: a case study on chinese art pieces. Digital, 2(1):33–45.
Huang, T. C., Chen, C.-C., and Chou, Y.-W. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96:72–82.
Khowaja, K., Banire, B., Al-Thani, D., Sqalli, M. T., Aqle, A., Shah, A., and Salim, S. S. (2020). Augmented reality for learning of children and adolescents with autism spectrum disorder (asd): A systematic review. IEEE Access, 8:78779–78807.
Lazo-Amado, M., Cueva-Ruiz, L., and Andrade-Arenas, L. (2022). Designing a mobile application using augmented reality: The case of children with learning disabilities. International Journal of Advanced Computer Science and Applications, 13(6):857 – 864. Cited by: 4; All Open Access, Gold Open Access
Lopez Faican, L. and Jaen, J. (2020). Emofindar: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers & Education, 149:103814.
Lu, S.-J. and Liu, Y.-C. (2015). Integrating augmented reality technology to enhance children’s learning in marine education. Environmental Education Research, 21(4):525–541.
Milgram, P. and Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE TRANSACTIONS on Information and Systems, 77(12):1321–1329.
Paiva, P. and Queiroz, F. (2022). Tratar: Jogos com realidade aumentada utilizados como incentivo no desenvolvimento das capacidades comunicativa, cognitiva e espacial de crianças autistas. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 463–472, Porto Alegre, RS, Brasil. SBC
Plakhotnik, O., Zlatnikov, V., Strazhnikova, I., Bidyuk, N., Shkodyn, A., and Kuchai, O. (2023). Use of information technologies for quality training of future specialists. Amazonia Investiga, 12(65):49–58.
SEDUC (2020). Documento Curricular para Goiás - Ampliado. Governo do Estado de Goiás. Volume I: EDUCAÇÃO INFANTIL.
Syahputra, M. F., Hardywantara, F., and Andayani, U. (2020). Augmented reality virtual house model using arcore technology based on android. Journal of Physics: Conference Series, 1566(1):012018.
Vahldick, A., Miranda, R., Marques, C., Ferreira, M., and Schoeffel, P. (2022). Segunda guerra mundial experimentada com realidade aumentada: A caminho de um ambiente de autoria para professores e alunos. In Anais do XXXIII Simposio Brasileiro de Informática na Educação, pages 378–389, Porto Alegre, RS, Brasil. SBC.
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., and Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & education, 62:41–49.
Yadav, S., Chakraborty, P., Kochar, G., and Ansari, D. (2020). Interaction of children with an augmented reality smartphone app. International Journal of Information Technology, 12:711–716.
Published
2024-11-04
How to Cite
PRIMO, João V. S; AMARAL, João V. F; CARVALHO, Kaique; HORBYLON, Camila; NASCIMENTO, Thamer Horbylon.
School Safari: An Adventure in Search of Animals with Augmented Reality. In: BRAZILIAN SYMPOSIUM ON COMPUTERS IN EDUCATION (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 2836-2845.
DOI: https://doi.org/10.5753/sbie.2024.244920.
