Location-Based Augmented Reality for Cultural Heritage Communication and Education: The Doltso District Application.

Location-based Augmented Reality applications are increasingly used in many research and commercial fields. Some of the fields that these applications are used are recreational digital games, tourism, education, and marketing. This study aims to present a location-based augmented reality (AR) application for cultural heritage communication and education. The application was created to inform the public, especially K12 students, about a district of their city with cultural heritage value. Furthermore, Google Earth was utilized to create an interactive virtual tour for consolidating the knowledge acquired by the location-based AR application. A scheme for evaluating the AR application was also constructed using factors suitable for location-based applications: challenge, educational usefulness (knowledge), collaboration, and intention to reuse. A sample of 309 students evaluated the application. Descriptive statistical analysis showed that the application scored well in all factors, especially in challenge and knowledge (mean values 4.21 and 4.12). Furthermore, structural equation modeling (SEM) analysis led to a model construction that represents how the factors are causally related. Based on the findings, the perceived challenge significantly influenced the perceived educational usefulness (knowledge) (b = 0.459, sig = 0.000) and interaction levels (b = 0.645, sig = 0.000). Interaction amongst users also had a significant positive impact on users' perceived educational usefulness (b = 0.374, sig = 0.000), which in turn influenced users' intention to reuse the application (b = 0.624, sig = 0.000).

The use of the Video Platform FlipGrid for Practicing Science Oral Communication.

Oral communication and presentation skills are considered key competencies for many academic fields and professions, including science-related ones. Therefore, it is vital that students are given sufficient class time in the curriculum for practicing public speaking. It is well documented in the literature that video technology can be of valuable aid in enhancing oral skills, and FlipGrid is a relatively new video discussion platform that has become popular for this purpose. The aim of this study is two-fold. First, the literature regarding FlipGrid is explored to understand how educators around the globe use the platform. Second, a case study is presented where FlipGrid is used and evaluated as a tool for practicing and assessing oral science communication. A mixed-method approach was used to evaluate FlipGrid with the participation of 112 students. Findings indicate that although the use FlipGrid in science fields is limited, it can be a useful platform for practicing oral science communication.