ABSTRACT
Hybrid learning has become the only solution to ensure the learning process still occurs in place of traditional classroom activities during the Covid-19 pandemic. Following this condition, the phenomenon of "Zoom Fatigue" has emerged. Some of the symptoms reported are decreased learning motivation, low attention, and reduced responses. Thus, a refresher process, including the use of new playful and frugal learning media is necessary for varying children's learning activities. A learning intervention was designed to teach anatomy playfully as part of a biology curriculum. The Augmented Reality technology used in this research is a Humanoid 4D+ mobile application with flashcards, developed by Octagon Studio. This media displays information virtually on a smartphone screen when the application uses the camera to scan flashcards containing visual markers. A hybrid learning space is formed as students can see information virtually. But, physically, they are in control because they run applications and choose the type of flashcard they want to scan. The research was undertaken in several learning parks in Solo City, Central Java Province, Indonesia, with a total of 43 volunteer teachers and 132 early primary students participating. Previously, the ACES team (part of a UKRI funded project) had provided online training on the use of this media with teachers. Each teacher would then implement the media for all students in each learning park. The teachers demonstrate the media and each student takes turns running the application to view information virtually, therefore experiencing interactive learning. The qualitative approach was conducted for capturing teachers' perceptions of Augmented Reality media. A survey using the JISC online platform was distributed to capture participants' reflections on the activities and media used. Based on findings, the media appears beneficial, effective, and efficient for teaching anatomy concepts. Its virtual features can attract the children's attention and teachers do not need to bring a lot of physical teaching aids, just one application to explain all organ system concepts. Students can learn playfully on their own and feel new learning experiences. The results indicated that the intervention could create playful and frugal activities which build student engagement as a potential solution to address issues of Zoom Fatigue. The next stage of the project will involve volunteer teachers implementing the technology more widely in their classes. © 2022 Dechema e.V.. All rights reserved.
ABSTRACT
Structural discrimination worsens physical health inequities and significantly reduces life expectancy for people with mental health and addiction issues. Aotearoa has recently made some notable changes in health policy by formally recognising the physical health needs of people with mental health and addiction issues. The COVID-19 vaccination sequencing framework provides an important opportunity to protect and promote the health of people with addiction and mental health issues. An expert advisory group, convened as part of the Aotearoa Equally Well collaborative, considered findings of a literature review on the vulnerability of people with mental health and addiction issues of contracting and dying from COVID-19. Evidence indicates an association between mental health and addiction issues and infection risk and worse outcomes. The group concluded mental health and addiction issues should be recognised as underlying health conditions that increase COVID-19 vulnerability, and that people with these issues should be prioritised for vaccination. For too long the health system has failed to address the life expectancy gap of people with addiction and mental health issues. Now is an opportunity to change the korero. People with mental health and addiction issues experience significant physical health inequities. Addressing these inequities must be integral in modern health policy-including our COVID-19 pandemic response.