Hsin-Hun Liou

Development of a virtual butterfly ecological system based on augmented reality and mobile learning technologies

A campus butterfly garden is a useful resource for teaching natural science. Students can learn about butterfly ecology by breeding and observation activities to understand the continuation of life and develop the sentiments of respecting life. However, a butterfly garden requires professional planning, construction and maintenance for sustainable development. In this study, augmented reality and mobile learning technologies were used to develop a virtual butterfly ecological system by integrating with the host plants and nectar plants in campus. Students can use smart phones or tablet PCs to breed virtual butterflies on host plants and observe their life cycles at different growing stages. With the available space in campus, a virtual butterfly garden was designed as a greenhouse where the users could observe different species of butterflies using the tracking telescope. The virtual butterfly ecological system can increase the learning motivation and interest of students through virtual breeding and observation activities. It has both educational and entertaining functions, and is therefore a suitable assistant tool for science education in elementary and high schools.

A Sun Path Observation System Based on Augment Reality and Mobile Learning

This study uses the augmented reality technology and sensor functions of GPS, electronic compass, and three-axis accelerometer on mobile devices to develop a Sun path observation system for applications in astronomy education. The orientation and elevation of the Sun can be calculated by the system according to the user’s location and local time to simulate the Sun path. When holding the mobile device toward the sky, the screen will show the virtual Sun at the same position as that of the real Sun. The user can record the Sun path and the data of observation date, time, longitude, and latitude using the celestial hemisphere and the pole shadow on the system. By setting different observation times and locations, it can be seen that the Sun path changes with seasons and latitudes. The system provides contextual awareness of the Sun path concepts, and it can convert the observation data into organized and meaningful astronomical knowledge to enable combination of situated learning with spatial cognition. The system can solve the problem of being not able to record the Sun path due to a bad weather or topographical restrictions, and therefore it is helpful for elementary students when conducting observations. A teaching experiment has been conducted to analyze the learning achievement of students after using the system, and the results show that it is more effective than traditional teaching aids. The questionnaire results also reveal that the system is easy to operate and useful in recording the Sun path data. Therefore, it is an effective tool for astronomy education in elementary schools.