| Figures | ||
| 1.1 | Thematic categorization/initial evaluation. | 15 |
| 1.2 | Thematic conceptualization/ongoing evaluation. | 16 |
| 1.3 | Thematic realization/output evaluation. | 17 |
| 1.4 | Graphic representation of selective coding results. | 19 |
| 2.1 | Visualisation, Department of Biology and Environmental Studies, Charles University, Faculty of Education. | 28 |
| 2.2 | Selected aids used by the author for development of science literacy in primary home schoolers. | 28 |
| 2.3 | Mounted birds (Falco peregrinus, Circus aeruginosus, Pica pica) of Department of Biology and Environmental Studies, Charles University, Faculty of Education, stuffed under supervision of Jan Řezníček, Ph.D. | 29 |
| 2.4 | Natural science collection of Department of Biology and Environmental Studies, Charles University, Faculty of Education. | 30 |
| 2.5 | Scheme of the water cycle (by John Evans and Howard Periman, USGS, http://ga.water.usgs.gov/edu/watercycle.html, Public Domain, https://commons.wikimedia.org/w/index.php?curid=26818355). | 32 |
| 2.6 | The dynamic three-dimensional model of childbirth allows manipulation and thus demonstrates the process more fittingly. The model is in the collection of the Department of Biology and Environmental Studies, Charles University, Faculty of Education. | 32 |
| 2.7 | Thematic categorization/initial evaluation. | 43 |
| 2.8 | Thematic conceptualization/on-the-fly evaluation. | 44 |
| 2.9 | Thematic realization/final evaluation. | 45 |
| 2.10 | Development of scientific literacy in pre-schoolers using augmented reality with respect to the point of view of research subjects. | 49 |
| 2.11 | Position of the teacher and children recorded in time and space presence of development of scientific literacy of children in the augmented-reality-supported teaching based on evidence. | 51 |
| 4.1 | Thematic categorization/initial evaluation. | 89 |
| 4.2 | Thematic conceptualization/ongoing evaluation. | 90 |
| 4.3 | Thematic realization/output evaluation. | 91 |
| 4.4 | Thematic categorization/initial evaluation. | 92 |
| 4.5 | Thematic conceptualization/ongoing evaluation. | 93 |
| 4.6 | Thematic realization/output evaluation. | 93 |
| 4.7 | Graphical representation of selective coding. | 95 |
| 4.8 | Graphical representation of selective coding. | 96 |
| 5.1 | iSandBox. | 103 |
| 5.2 | Detail from the DIFER – Speech and sound hearing. | 104 |
| 5.3 | Detail from the DIFER – Elemental numeracy skills. | 105 |
| 5.4 | AR Dragon on the street. | 109 |
| 5.5 | Drawing a horse with aid of sketch AR. | 110 |
| 5.6 | The dodecahedron and appearance of the aithêr. | 111 |
| 5.7 | Addition app’s card. | 112 |
| 5.8 | Multiple shapes at the same time. | 112 |
| 5.9 | The Walla Me private message. | 113 |
| 5.10 | The tower on the table made by Stack AR. | 114 |
| 5.11 | A turtle on my table. | 115 |
| 5.12 | Lego product 3D animation. | 116 |
| 5.13 | A colored animal who eats his food when it comes to life with the app. | 116 |
| 6.1 | A place of collaboration with shared boards. | 125 |
| 6.2 | Object augmented with geometrical data. | 127 |
| 6.3 | English homework with a teacher. | 128 |
| 6.4 | House built by students in the virtual world. | 131 |
| 6.5 | (a) The teacher screen showing the available space. (b) A side of this field. | 136 |
| 6.6 | Students extract the coordinates. | 137 |
| 6.7 | Students infer the field’s dimensions. | 138 |
| 6.8 | Back and forth from mathematical world to virtual world. | 142 |
| 7.1 | Illustration of the AR prototype. The inclined plane illustrates the real phenomenon; the Cartesian systems and the table of values illustrate the covariation of distance-time of the dynamic object; the left distance-time Cartesian system and the table of values illustrate discrete covariation; the middle distance-time Cartesian system illustrates chunky continuous covariation; the moving ball illustrates smooth continuous covariation. | 148 |
| 7.2 | The dynamic phenomenon: A cube moving on an inclined plane during a physical experiment. | 157 |
| 7.3 | The real-world experiment and the mathematical model of the dynamic object displayed immediately and in real time. | 158 |
| 7.4 | Coded color method for recognizing the dynamic object. | 160 |
| 7.5 | Cube detection by markers. | 162 |
| 8.1 | Application the Brain iExplore and Anatomy 4D. | 177 |
| 8.2 | AR shaping in educational context. | 183 |
| 10.1 | The architecture of modern clinical decision support systems (from Deperlioglu, 2018). | 223 |
| 10.2 | Components of web based clinical decision support systems (from Deperlioglu, 2018). | 224 |
| 10.3 | Structure of the intelligent diagnostic platform. | 227 |
| 10.4 | Components of the intelligent diagnostic platform. | 228 |
| 10.5 | Some AR views from the diagnosis oriented medical training system. | 229 |
| 11.1 | Augmented polyhedrons. | 240 |
| 11.2 | Structure from cube, blueprint. | 254 |
| 12.1 | SAM phases (from Allen, 2012). | 271 |
| 12.2 | EL-STEM project’s approach based on the SAM model. | 272 |
| 12.3 | Different types of laboratories presented by Lasica et al. (2016). | 284 |
| 13.1 | Description of playful experience. | 302 |
| 13.2 | Players trying to avoid the shapes moving at different heights in the game ‘Apples’. | 304 |
| 13.3 | The ‘Wobble Board’ installation. | 309 |
| 13.4 | The field of air-hockey project on the floor and players interact with it with body movements. | 315 |
| 14.1 | Exploring virtual 3D content using GeoGebra AR. | 328 |
| 14.2 | (a) Plane detection. (b) Placed object. (c) Two graphs. | 329 |
| 14.3 | Predefined 3D math object and corresponding mathematical task. | 330 |
| 14.4 | Taking screenshots from different objects. | 336 |
| 14.5 | Penrose triangle. | 337 |
| 14.6 | Constructing the illusion of a closed triangle. | 337 |
| 14.7 | Sierpinski pyramid. | 338 |
| 14.8 | Football. | 338 |
| 14.9 | Klein bottle. | 339 |
| 14.10 | (a) Paraboloid. (b) Changing equations. (c) Two graphs in one view. | 340 |
| 14.11 | Extract from the interactive GeoGebra Book (from Brzezinski, 2018). | 341 |
| 14.12 | Modelling every-day, 3D objects with GeoGebra AR (from Brzezinski, 2018a). | 341 |
| 14.13 | Draft of an interactive GeoGebra AR app. | 343 |
| 15.1 | Klein bottle visualized through the GeoGebra AR app. | 349 |
| 15.2 | Reconstruction, through a GeoGebra layer, of the ruins of a medieval bridge in Granada (from Martínez-Sevilla, 2017). | 350 |
| 15.3 | Dependent maths and reality. Independent maths and user viewpoint (from Martínez-Sevilla, 2017). | 352 |
| 15.4 | Mathematical layer over a renaissance palace facade (Martínez-Sevilla, 2017). | 354 |
| 15.5 | Measuring a distant object with a mobile app (Source: Smart Distance Pro app). | 355 |
| 15.6 | Imagined screen of a GG_RLM app task, computing the height of a building. | 357 |
| 15.7 | Imagined screen of GG_RLM app, computing the height of a horseshoe arch. | 358 |
| 15.8 | The automatic derivation tool gives the numerical verification of some property holding among them for the concrete positions of the input data A, B, C, D, such as the alignment of E, F and G. | 359 |
| 15.9 | The automatic discovery algorithm should be able to output the necessary (and sufficient) location for D in order to have the collinearity of D’, D’’, D’’’. | 360 |
| 15.10 | If two lines are drawn from one vertex of a square to the midpoints of the two non-adjacent sides, then they divide the diagonal into three equal segments. | 361 |
| 15.11 | Imaginary detection of reality with an internal representation of a parquet floor being photographed by a smartphone and translated into GeoGebra. | 362 |
| 15.12 | Internal analysis of a conjecture in GeoGebra. | 363 |
| 15.13 | Internal analysis of another conjecture in GeoGebra. | 364 |
| 15.14 | GeoGebra confirmation of statement. | 365 |
| 17.1 | Car Engine AR app (https://play.google.com/store/apps/details?id=com.magicsw.carenginear). | 394 |
| 17.2 | How does an airport work? AR app (https://play.google.com/store/apps/details?id=com.books2ar.airportsAR). | 395 |
| 17.3 | Steam Museum AR app (https://play.google.com/store/apps/details?id=com.thinqdigitalmedia.android.steammuseumar). | 395 |
| 17.4 | Tunnelworks AR app (https://play.google.com/store/apps/details?id=com.tenalps.tbm). | 396 |
| 17.5 | Spacecraft 3D AR app (https://play.google.com/store/apps/details?id=gov.nasa.jpl.spacecraft3D). | 397 |
| 17.6 | Katalog IKEA app (https://play.google.com/store/apps/details?id=com.ikea.catalogue.android). | 398 |
| 17.7 | House in AR app (https://play.google.com/store/apps/details?id=com.etezo.HouseConcept). | 399 |
| 17.8 | ARki: A-R Architecture app (https://play.google.com/store/apps/details?id=com.darfdesign.arki). | 400 |
| 17.9 | Bike 3D Configurator app (https://play.google.com/store/apps/details?id=com.Elementals.Bike3DConfigurator). | 401 |
| 17.10 | LEGO 3D catalogue AR app (https://play.google.com/store/apps/details?id=com.lego.catalogue.global). | 401 |
| 17.11 | Augmented repair AR app (https://play.google.com/store/apps/details?id=de.reflekt.enterprise.awedemo). | 402 |
| 17.12 | Assemblr – Create 3D Models AR app (https://play.google.com/store/apps/details?id=com.octagonstudio.assemblr). | 403 |
| 17.13 | ThomasAR World AR app (https://play.google.com/store/apps/details?id=com.redfrog.thomasarworld). | 404 |
| 17.14 | HBR AR app (https://play.google.com/store/apps/details?id=com.ptc.hbrar). | 405 |
| 17.15 | ARuler – AR Ruler app (https://play.google.com/store/apps/details?id=com.grymala.aruler). | 406 |
| 17.16 | Prime Ruler AR app (https://play.google.com/store/apps/details?id=com.grymala.photoruler). | 406 |
| 18.1 | Scheme of the LCD screen. | 414 |
| 18.2 | Passive vs. active matrix. | 415 |
| 18.3 | Scheme of the OLED screen. | 416 |
| 18.4 | Brewster stereoscope (CC BY-SA 4.0 – Alessandro Nassiri, Museo Nazionale della Scienza e della Tecnologia Leonardo da Vinci, Milano, https://commons.wikimedia.org/wiki/File:IGB_006055_Visore_stereoscopico_portatile_Museo_scienza_e_tecnologia_Milano.jpg). | 418 |
| 18.5 | The parallax barrier principle. | 419 |
| 18.6 | Display with a time aperture. | 420 |
| 18.7 | The lenticular display principle. | 421 |
| 18.8 | Example of a multi-layered 3D display with LC panels. | 423 |
| 18.9 | The principle of the volumetric display with a rotating surface (photo courtesy of Voxon Photonics). | 424 |
| 18.10 | The electro-hologram principle. | 425 |
| 18.11 | An example of virtual image projected on semi-transparent film. | 427 |
| 18.12 | Google Glass (left, CC-BY-SA-3.0, Tim Reckmann, https://commons.wikimedia.org/wiki/File:Google_Glass_Main.jpg) and Microsoft HoloLens (right, CC-BY-SA-4.0, Ramadhanakbr, https://commons.wikimedia.org/wiki/File:Ramahololens.jpg). | 427 |
| 18.13 | Oculus Rift (CC-BY-SA-4.0, Samwalton9, https://commons.wikimedia.org/wiki/File:Oculus_CV1_Back.jpg). | 429 |
| 18.14 | The optical HMD operation principle. | 430 |
| 18.15 | Planar, spherical and free-form optical combiner. | 431 |
| 18.16 | Optical combiner with holographic optical elements and waveguide plate. | 431 |
| 18.17 | Headset Gear VR for Samsung Galaxy smartphones (CC BY 2.0, Maurizio Pesce, https://commons.wikimedia.org/wiki/File:Samsung_Gear_VR_(15247457825).jpg). | 432 |
| 18.18 | The principle of an acoustic-wave touch panel. | 434 |
| 18.19 | Example of an array of subpixels of the CCD sensor. | 434 |
| 18.20 | Microsoft Kinect, the old (public domain, Evan-Amos, https://commons.wikimedia.org/wiki/Category:Kinect#/media/File:Xbox-360-Kinect-Standalone.png) and the new version (public domain, Evan-Amos, https://commons.wikimedia.org/wiki/Category:Kinect#/media/File:Xbox-One-Kinect.jpg). | 435 |
| 18.21 | The principle of the accelerometer. | 436 |
| 18.22 | The effect of the Coriolis force on a moving object. | 436 |
| 18.23 | The principle of the gyroscope. | 437 |
| 18.24 | The principle of a vibrator using electric motor. | 438 |
| 18.25 | The principle of how manipulandum works (left), commercial product Novint Falcon (right) (GNU Free Documentation License, Archimëa, https://commons.wikimedia.org/wiki/File:Novint_Falcon.jpg). | 439 |
| 18.26 | HaptX glove (photo courtesy of HaptX). | 439 |
| 18.27 | The scheme of the speaker. | 440 |
| 18.28 | The scheme of the microphone. | 441 |
| Tables | ||
| 1.1 | Identified categories and concepts of research participants’ statements from focus group. | 12 |
| 1.2 | Protocol No. 1 Activity analysis (micro-teaching analysis) obtained through direct and indirect observation study of pedagogical reality and diagnostics based on children’s evidence in the learning/playing group (extract). | 15 |
| 2.1 | Diagnostics presence of development of scientific literacy of children in the augmented reality supported teaching based on evidence (excerpt). | 43 |
| 2.2 | Referential framework presence of development of scientific literacy of children in the augmented reality-supported teaching based on evidence. | 47 |
| 3.1 | Evaluation data by level of Guskey (2002) hierarchy. | 72 |
| 4.1 | Protocol No. 1 EUR phases. | 89 |
| 4.2 | Protocol No. 2 EUR phases. | 92 |
| 5.1 | Skills and suitable applications. | 117 |
| 8.1 | Categories of students’ activities. | 179 |
| 9.1 | Inclusion and exclusion criteria. | 198 |
| 9.2 | Descriptive characteristics of included papers with quantitative data. | 198 |
| 11.1 | Main results, secondary and upper secondary teacher-training programme students. | 243 |
| 11.2 | Polyhedrons’ difficulty, secondary and upper secondary teacher-training programme students. | 245 |
| 11.3 | Main results, primary teacher-training programme students. | 247 |
| 11.4 | Polyhedrons’ classification. | 250 |
| 11.5 | AR applications’ implementation into the secondary school mathematics. | 253 |
| 12.1 | Where to use AR/MR to Enliven Laboratories in STEM. | 278 |
| 13.1 | Strategies you would implement if you replayed the game ‘Apples’. | 305 |
| 13.2 | The type of movement made by them in the game ‘Apples’. | 306 |
| 13.3 | The physical magnitudes which change when the player plays the game ‘Apples’. | 307 |
| 13.4 | Movements/gestures among students in the game ‘Apples’. | 308 |
| 13.5 | The most often applied strategies if you replay the ‘Wobble Board’ game. | 310 |
| 13.6 | The kind of movement performed by the player in the ‘Wobble Board’ game. | 311 |
| 13.7 | The kind of ball’s movement. | 312 |
| 13.8 | The physical magnitudes which change when the player plays the ‘Wobble Board’ game. | 312 |
| 13.9 | Most used part of the players’ body during the game. | 313 |
| 13.10 | The most important movements during the game. | 313 |
| 13.11 | Strategies most often applied in ‘Air Hockey’. | 316 |
| 13.12 | Hockey puck’ s movement. | 317 |
| 13.13 | Sizes that change when the player plays the ‘Air Hockey’ game. | 317 |
| 13.14 | Players’ roles in ‘Air Hockey’. | 318 |
| 13.15 | Players’ movements for the communication between team members. | 318 |
| 13.16 | Body members which are used by players. | 319 |
| 17.1 | Main areas of technical education in SVK. | 389 |
List of Figures and Tables
于Augmented Reality in Educational Settings
编者：
Theodosia Prodromou
Theodosia Prodromou
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