=Paper=
{{Paper
|id=Vol-2547/paper00
|storemode=property
|title=None
|pdfUrl=https://ceur-ws.org/Vol-2547/paper00.pdf
|volume=Vol-2547
|dblpUrl=https://dblp.org/rec/conf/aredu/KivSSSY19
}}
==None==
https://ceur-ws.org/Vol-2547/paper00.pdf
AREdu 2019 – How augmented reality transforms to
augmented learning
Arnold E. Kiv1, Mariya P. Shyshkina2[0000-0001-5569-2700],
Serhiy O. Semerikov2,3,4[0000-0003-0789-0272], Andrii M. Striuk4[0000-0001-9240-1976]
and Yuliia V. Yechkalo4[0000-0002-0164-8365]
1 Ben-Gurion University of the Negev, P.O.B. 653, Beer Sheva, 8410501, Israel
kiv@bgu.ac.il
2 Institute of Information Technologies and Learning Tools of the NAES of Ukraine,
9, M. Berlynskoho Str., Kyiv, 04060, Ukraine
shyshkina@iitlt.gov.ua
3 Kryvyi Rih State Pedagogical University, 54, Gagarina Ave., Kryvyi Rih, 50086, Ukraine
semerikov@gmail.com
4 Kryvyi Rih National University, 11, Vitaliy Matusevych Str., Kryvyi Rih, 50027, Ukraine
andrey.n.stryuk@gmail.com, uliaechk@gmail.com
Abstract. This is an introductory text to a collection of papers from the AREdu
2019: The 2nd International Workshop on Augmented Reality in Education,
which was held in Kryvyi Rih, Ukraine, on the March 22, 2019. It consists of
short introduction, papers review and some observations about the event and its
future.
Keywords: virtualization of learning, augmented reality gamification, design
and implementation of augmented reality learning environments, mobile
technology of augmented reality, augmented reality in science education,
augmented reality in professional training and retraining, augmented reality
social and technical issues.
1 AREdu 2019 at a glance
Augmented Reality in Education (AREdu) is a peer-reviewed international Computer
Science workshop focusing on research advances, applications of augmented reality in
education.
AREdu topics of interest:
─ Virtualization of learning: principles, technologies, tools
─ Augmented reality gamification
─ Design and implementation of augmented reality learning environments
─ Mobile technology of augmented reality
─ Aspects of environmental augmented reality security and ethics
─ Augmented reality in science education
─ Augmented reality in professional training and retraining
___________________
Copyright © 2020 for this paper by its authors. Use permitted under Creative Commons License
Attribution 4.0 International (CC BY 4.0).
2
─ Augmented reality social and technical issues
This volume represents the proceedings of the 2nd International Workshop on
Augmented Reality in Education (AREdu 2019), held in Kryvyi Rih, Ukraine, in March
22, 2019 (Fig. 1). It comprises 19 contributed papers that were carefully peer-reviewed
and selected from 25 submissions. Each submission was reviewed by at least 3, and on
the average 3.7, program committee members. The accepted papers present the state-
of-the-art overview of successful cases and provides guidelines for future research.
Fig. 1. AREdu 2019 moments
3
The volume is structured in five parts, each presenting the contributions for a particular
workshop track.
2 Session 1: Virtualization of learning: principles, technologies,
tools
The article [1] of Olga V. Bondarenko, Olena V. Pakhomova and Włodzimierz
Lewoniewski clarifies the concept of “virtual information educational environment”
and examines the researchers’ views on its meaning exposed in the scientific literature.
The article determines the didactic potential of the virtual information educational
environment for the geography students training based on the analysis of the authors’
experience of blended learning by means of the Google Classroom. It also specifies the
features (immersion, interactivity, and dynamism, sense of presence, continuity, and
causality). The authors highlighted the advantages of virtual information educational
environment implementation, such as: increase of the efficiency of the educational
process by intensifying the process of cognition and interpersonal interactive
communication; continuous access to multimedia content both in Google Classroom
and beyond; saving student time due to the absence of necessity to work out the training
material “manually”; availability of virtual pages of the virtual class; individualization
of the educational process; formation of informational culture of the geography
students; and more productive learning of the educational material at the expense of IT
educational facilities. Among the disadvantages the article mentions low level of
computerization, insignificant quantity and low quality of software products,
underestimation of the role of virtual information educational environment in the
professional training of geography students, and the lack of economic stimuli, etc.
Volodymyr H. Shamonia, Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V.
Lebid, Serhii Ya. Kharchenko and Oksana S. Lytvyn in [15] establish that the use of
augmented reality as an innovative technology of student training occurs in following
directions: 3D image rendering; recognition and marking of real objects; interaction of
a virtual object with a person in real time. The main advantages of using AR and VR in
the educational process are highlighted: clarity, ability to simulate processes and
phenomena, integration of educational disciplines, building an open education system,
increasing motivation for learning, etc. It has been found that in the field of physical
process modelling the Proteus Physics Laboratory is a popular example of augmented
reality. Using the Proteus environment allows to visualize the functioning of the
functional nodes of the computing system at the micro level. This is especially
important for programming systems with limited resources, such as microcontrollers in
the process of training future IT professionals. Experiment took place at Borys
Grinchenko Kyiv University and Sumy State Pedagogical University named after
A. S. Makarenko with students majoring in Computer Science (field of knowledge is
Secondary Education (Informatics)). It was found that computer modelling has a
positive effect on mastering the basics of microelectronics. The ways of further
scientific researches for grounding, development and experimental verification of
forms, methods and augmented reality, and can be used in the professional training of
4
future IT specialists are outlined in the article.
The article of Svitlana V. Symonenko, Nataliia V. Zaitseva, Viacheslav V. Osadchyi,
Kateryna P. Osadcha and Ekaterina O. Shmeltser [18] deals with the urgent problem of
application of virtual reality in foreign language training. Statistical data confirms that
the number of smartphone users, Internet users, including wireless Internet users, has
been increasing for recent years in Ukraine and tends to grow. The coherence of quick
mobile Internet access and presence of supplementary equipment enables to get trained
or to self-dependently advance due to usage of virtual reality possibilities for education
in the stationary classrooms, at home and in motion. Several important features of
virtual reality, its advantages for education are discussed. It is noted that virtual reality
is remaining a relatively new technology in language learning. Benefits from virtual
reality implementation into foreign language learning and teaching are given. The
aspects of immersion and gamification in foreign language learning are considered. It
is emphasized that virtual reality creates necessary preconditions for motivation
increasing. The results of the survey at two higher education institution as to personal
experience in using VR applications for learning foreign languages are presented. Most
students at both universities have indicated quite a low virtual reality application usage.
Six popular virtual reality applications for foreign language learning (Mondly,
VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are
analyzed. It is stated that the most preferred VR application for foreign language
learning includes detailed virtual environment for maximal immersion, high-level
visual effects similar to video games, simple avatar control, thorough material selection
and complete complicity level accordance of every element and aspect, affordability,
helpful and unobtrusive following up.
Michael S. Lvov and Halyna V. Popova in [7] argued that introduction of simulation
technologies of virtual reality in the educational process of higher maritime educational
institutions increases the efficiency of education, promotes the development of
professional thinking of students, enhances the quality of professional competence
development.
The article [19] of Tetiana A. Vakaliuk, Valerii V. Kontsedailo, Dmytro S.
Antoniuk, Olha V. Korotun, Iryna S. Mintii and Andrey V. Pikilnyak presents the
possibilities of using game simulator Sotware Inc in the training of future software
engineer in higher education. Attention is drawn to some specific settings that need to
be taken into account when training in the course of training future software engineers.
The use of modern ICT, including game simulators, in the educational process, allows
to improve the quality of educational material and to enhance the educational effects
from the use of innovative pedagogical programs and methods, as it gives teachers
additional opportunities for constructing individual educational trajectories of students.
A feature of any software engineer is the need to understand the related subject area for
which the software is being developed. Authors notes that when the real-world practice
is impossible for students, game simulators that simulate real software development
processes are an alternative.
5
3 Session 2: Augmented reality social and technical issues
Vladimir S. Morkun, Natalia V. Morkun and Andrey V. Pikilnyak in [11] argued that
for programming the AR tools, interactive objects and creating the markers, the method
of fiber spaces (k-space) for modeling of ultrasonic wave propagation in an
inhomogeneous medium using coarse grids, with maintaining the required accuracy
was used. The algorithm and AR tools are introduced by authors into the adaptive
control system of the pulp gas phase in the iron ore flotation process using a control
action based on high-energy ultrasound dynamic effects generated by ultrasonic phased
arrays. The AR tools based on k-space methods allow facilitating wider adoption of
ultrasound technology and visualizing the ultra-sound propagation in heterogeneous
media by providing a specific correspondence between the ultrasound data acquired in
real-time and a sufficiently detailed augmented 3D scene. Such tools allow also seeing
the field of ultrasound propagation, its characteristics, as well as the effect of the
dynamic effects of ultrasound on the change in the gas phase during the flotation
process.
Svitlana I. Pochtoviuk, Tetiana A. Vakaliuk and Andrey V. Pikilnyak in [14] study
presents the possibilities of using augmented reality in the learning mathematics,
anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of
domestic and foreign proposals for augmented reality is presented.
4 Session 3: Augmented reality in science education
Article [17] of Mariya P. Shyshkina and Maiia V. Marienko presents the AR-based
open science tools of the European Research Area (ERA). An open science foundation
seeks to capture all the elements needed for the functioning of ERA: research data,
scientific instruments, ICT services (connections, calculations, platforms, and specific
studies such as portals). The article deals with the concept of open science. The concept
of the European cloud of open science and its structure are presented. According to the
study, it has been shown that the structure of the cloud of open science includes an
augmented reality as a component.
The article [16] of Viktor B. Shapovalov, Yevhenii B. Shapovalov, Zhanna I. Bilyk,
Anna P. Megalinska and Ivan O. Muzyka devoted to the analysis of the efficiency of
the functioning of the Google Lens related to botanical objects. In order to perform the
analysis, botanical objects were classified by type of the plant (grass, tree, bush) and by
part of the plant (stem, flower, fruit) which is represented on the analyzed photo. It was
shown that Google Lens correctly identified plant species in 92.6% cases. This is a
quite high result, which allows recommending this program using during the teaching.
The greatest accuracy of Google Lens was observed under analyzing trees and plants
stems. The worst accuracy was characterized to Google Lens results of fruits and stems
of the bushes recognizing. However, the accuracy was still high and Google Lens can
help to provide the researches even in those cases. Google Lens wasn’t able to analyze
the local endemic Ukrainian flora. It has been shown that the recognition efficiency
depends more on the resolution of the photo than on the physical characteristics of the
6
camera through which they are made. In the article shown the possibility of using the
Google Lens in the educational process is a simple way to include principles of STEM-
education and “New Ukrainian school” in classes.
Tetiana H. Kramarenko, Olha S. Pylypenko and Vladimir I. Zaselskiy in [5]
improves the methodology of teaching Mathematics using cloud technologies and
augmented reality, analyzing the peculiarities of the augmented reality technology
implementing in teaching mathematics. In the result of the study an overview of modern
augmented reality tools and their application practices was carried out. The peculiarities
of the mobile application 3D Calculator with Augmented reality of Dynamic
Mathematics GeoGebra system usage in Mathematics teaching are revealed.
Svitlana L. Malchenko, Davyd V. Mykoliuk and Arnold E. Kiv in [8] emphasize in
astrophysics, a significant role is play the observations. During astronomy classes in
the absence of surveillance tools interactive programmes such as Universe Sandbox2
can be used. Using this programme students have an opportunity to get acquainted with
the existence of stars with different masses, their differences, to observe changes in the
physical characteristics of stars such as: mass, temperature, speed velocity, luminosity,
radius and gravity. It will help to develop the ability to analyze, to compare, to form
scientific worldview, to develop the attraction for research, to raise the interest for
studying astronomy.
The purpose of the article [12] of Pavlo P. Nechypurenko, Viktoriia G. Stoliarenko,
Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo
and Ekaterina O. Shmeltser is an analysis of opportunities and description of the
experience of developing and implementing augmented reality technologies to support
the teaching of chemistry in higher education institutions of Ukraine. The article is
aimed at solving problems: generalization and analysis of the results of scientific
research concerning the advantages of using the augmented reality in the teaching of
chemistry, the characteristics of modern means of creating objects of augmented reality;
discussion of practical achievements in the development and implementation of
teaching materials on chemistry using the technologies of the augmented reality in the
educational process. As a result of the study, it was found that technologies of
augmented reality have enormous potential for increasing the efficiency of independent
work of students in the study of chemistry, providing distance and continuous
education. Often, the technologies of the augmented reality in chemistry teaching are
used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc.,
but this range can be expanded considerably when creating its own educational products
with the use of AR-technologies. The study provides an opportunity to draw
conclusions about the presence of technologies in the added reality of a significant
number of benefits, in particular, accessibility through mobile devices; availability of
free, accessible and easy-to-use software for creating augmented-reality objects and
high efficiency in using them as a means of visibility. The development and
implementation of teaching materials with the use of AR-technologies in chemistry
teaching at the Kryvy Rih State Pedagogical University has been started in the
following areas: creation of a database of chemical dishes, creation of a virtual chemical
laboratory for qualitative chemical analysis, creation of a set of methodical materials
for the course “Physical and colloidal chemistry”.
7
5 Session 4: Augmented reality in professional training and
retraining
The aim of the article [13] of Liubov F. Panchenko and Ivan O. Muzyka is to provide
an analytical review of the content of massive open online courses about augmented
reality and its use in education with the further intent to create a special course for the
professional development system for the research and teaching personnel in
postgraduate education. As results of the research the content and program of
specialized course “Augmented Reality as a Storytelling Tool” for the professional
development of teachers was developed. The purpose of the specialized course is to
consider and discuss the possibilities of augmented reality as a new direction in the
development of educational resources, to identify its benefits and constraints, as well
as its components and the most appropriate tools for educators, to discuss the problems
of teacher and student co-creation on the basis of the use of augmented reality, and to
provide students with personal experience in designing their own stories and
methodical tools in the form of augmented books and supplementary training aids with
the help of modern digital services.
Anna V. Iatsyshyn, Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega,
Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk,
Oleksandr Yu. Burov and Svitlana H. Lytvynova in [2] describe the application of
augmented reality technologies for preparation of specialists of new technological era.
Number of scientific studies on different aspects of augmented reality technology
development and application is analyzed in the research. Practical examples of
augmented reality technologies for various industries are described. Very often
augmented reality technologies are used for: social interaction (communication,
entertainment and games); education; tourism; areas of purchase/sale and presentation.
There are various scientific and mass events in Ukraine, as well as specialized training
to promote augmented reality technologies. There are following results of the research:
main benefits that educational institutions would receive from introduction of
augmented reality technology are highlighted; it is determined that application of
augmented reality technologies in education would contribute to these technologies
development and therefore need increase for specialists in the augmented reality;
growth of students’ professional level due to application of augmented reality
technologies is proved; adaptation features of augmented reality technologies in
learning disciplines for students of different educational institutions are outlined; it is
advisable to apply integrated approach in the process of preparing future professionals
of new technological era; application of augmented reality technologies increases
motivation to learn, increases level of information assimilation due to the variety and
interactivity of its visual representation. Main difficulties of application of augmented
reality technologies are financial, professional and methodical. Following factors are
necessary for introduction of augmented reality technologies: state support for such
projects and state procurement for development of augmented reality technologies;
conduction of scientific research and experimental confirmation of effectiveness and
pedagogical expediency of augmented reality technologies application for training of
specialists of different specialties; systematic conduction of number of national and
8
international events on dissemination and application of augmented reality technology.
It is confirmed that application of augmented reality technologies is appropriate for
training of future specialists of new technological era.
The article [6] of Olena O. Lavrentieva, Ihor O. Arkhypov, Olexander I. Kuchma
and Aleksandr D. Uchitel discusses the theory and methods of simulation training, its
significance in the context of training specialists for areas where the lack of primary
qualification is critical. The most widespread hardware and software solutions for the
organization welders’ simulation training that use VR- and AR-technologies have been
analyzed. A review of the technological infrastructure and software tools for the virtual
teaching-and-production laboratory of electric welding has been made on the example
of the achievements of Fronius, MIMBUS, Seabery. The features of creating a virtual
simulation of the welding process using modern equipment based on studies of the
behavioral reactions of the welder have been shown. It is found the simulators allow
not only training, but also one can build neuro-fuzzy logic and design automated and
robotized welding systems. The functioning peculiarities of welding’s simulators with
AR have been revealed. It is shown they make it possible to ensure the forming basic
qualities of a future specialist, such as concentration, accuracy and agility. The
psychological and technical aspects of the coaching programs for the training and
retraining of qualified welders have been illustrated. The conclusions about the
significant advantages of VR and AR technologies in comparison with traditional ones
have been made. Possible directions of the development of simulation training for
welders have been revealed. Among them the AR technologies have been presented as
such that gaining wide popularity as allow to realize the idea of mass training in basic
professional skills.
The article [10] of Yevhenii O. Modlo, Serhiy O. Semerikov, Stanislav L.
Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova and Pavlo P.
Nechypurenko is devoted to the methods of using mobile Internet devices in the
formation of the general scientific component of bachelor in electromechanics
competency in modeling of technical objects. An analysis of the experience of
professional training bachelors of electromechanics in Ukraine and abroad made it
possible to determine that one of the leading trends in its modernization is the
synergistic integration of various engineering branches (mechanical, electrical,
electronic engineering and automation) in mechatronics for the purpose of design,
manufacture, operation and maintenance electromechanical equipment. Teaching
mechatronics provides for the meaningful integration of various disciplines of
professional and practical training bachelors of electromechanics based on the concept
of modeling and technological integration of various organizational forms and teaching
methods based on the concept of mobility. Within this approach, the leading learning
tools of bachelors of electromechanics are mobile Internet devices (MID) – a
multimedia mobile devices that provide wireless access to information and
communication Internet services for collecting, organizing, storing, processing,
transmitting, presenting all kinds of messages and data. The competency structure of
the bachelor of electromechanics in the modeling of technical objects is reflected in
three groups of competencies: general scientific, general professional and specialized
professional. The implementation of the technique of using MID in learning bachelors
9
of electromechanics in modeling of technical objects is the appropriate methodic of
using, the component of which is partial methods for using MID in the formation of the
general scientific component of the bachelor of electromechanics competency in
modeling of technical objects, are disclosed by example academic disciplines “Higher
mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical
machines”. The leading tools of formation of the general scientific component of
bachelor in electromechanics competency in modeling of technical objects are
augmented reality mobile tools (to visualize the objects’ structure and modeling
results), mobile computer mathematical systems (universal tools used at all stages of
modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to
make the program description of model), mobile computer-aided design systems (to
create and view the physical properties of models of technical objects) and mobile
communication tools (to organize a joint activity in modeling).
6 Session 5: Design and implementation of augmented reality
learning environments
In the article [4] of Yaroslav M. Krainyk, Anzhela P. Boiko, Dmytro A. Poltavskyi and
Vladimir I. Zaselskiy the development of historical guide based on Augmented Reality
technology is considered. The developed guide application it targeted to be used in
different scenarios, in particular, during history learning classes, for guidance of the
tourists to exhibits both indoor and outdoor. Common features of all these scenarios are
generalized and according to them main information and objects model for forming
scene are identified. This part is followed by detailed description of objects and scene
representation, markers usage, employment of additional services, etc. Finally, the
developed historical guide application has been introduced. It harnesses A-Frame
library for processing of models and their representation. The application is able to
work with different markers so that it can be extended easily. In addition, one of the
main benefits of the developed application is support of multiple platforms because it
works from web-browser and does not require installation of additional software. The
developed application can be effectively used for all provided scenarios and has
potential for further extension.
Lilia Ya. Midak, Ivan V. Kravets, Olga V. Kuzyshyn, Jurij D. Pahomov, Victor M.
Lutsyshyn and Aleksandr D. Uchitel in [9] creates an Android mobile application
LiCo.STEM for visualization of chemical structure of water and to display video-data
of laboratory experiments that can be used by the teacher and pupils for an effective
background for learning natural cycle subjects and performance of laboratory
experiments in the elementary school using lapbook. Representation of the developed
video materials on the mobile gadgets is conducted by binding them to individual
markers for every laboratory experiment. Applying such technologies gives an
opportunity to establish educational activity, based on interference of adults with
children, oriented on interests and abilities of each kid, development of curiosity,
cognitive motivation and educational energy; development of imagination, creative
initiative, including the speech, ability to chose the materials, types of work,
10
participants of the common activity, promotion of conditions for parents participate in
the common study activity.
Oleksandr V. Kanivets, Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda
and Ekaterina O. Shmeltser in [3] conduct an analysis of training tools used at the study
a general technical disciplines. This made it possible to draw an analogy between
physical and electronic models and justify the mobile application development for tasks
performing at projective drawing. Authors showed a technique for creating augmented
reality mobile applications. The main stages of development an augmented reality
application are shown electronic models development, Unity3D game engine
installation, and mobile application development, testing and work demonstration.
Particular attention is paid by the scripts use to rotate and move electronic models. The
authors presents an augmented reality mobile application for help to performance tasks
from projection drawing.
7 Conclusion
The second instalment of AREdu was organised by Kryvyi Rih National University
(Ukraine), in collaboration with Kryvyi Rih State Pedagogical University, Institute of
Information Technologies and Learning Tools of the NAES of Ukraine and Ben-Gurion
University of the Negev (Israel).
We are thankful to all the authors who submitted papers and the delegates for their
participation and their interest in AREdu as a platform to share their ideas and
innovation. Also, we are also thankful to all the program committee members for
providing continuous guidance and efforts taken by peer reviewers contributed to
improve the quality of papers provided constructive critical comments, improvements
and corrections to the authors are gratefully appreciated for their contribution to the
success of the workshop. Moreover, we would like to thank the developers and other
professional staff of EasyChair, who made it possible for us to use the resources of this
excellent and comprehensive conference management system, from the call of papers
and inviting reviewers, to handling paper submissions, communicating with the
authors, and creating the online volume of the workshop proceedings.
We are looking forward to excellent presentations and fruitful discussions, which
will broaden our professional horizons. We hope all participants enjoy this workshop
and meet again in more friendly, hilarious, and happiness of further AREdu 2020.
References
1. Bondarenko, O.V., Pakhomova, O.V., Lewoniewski, W.: The didactic potential of virtual
information educational environment as a tool of geography students training. In: Kiv, A.E.,
Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org,
pp. 13–23, online (2020, in press)
2. Iatsyshyn, Anna V., Kovach, V.O., Romanenko, Ye.O., Deinega, I.I., Iatsyshyn, Andrii V.,
Popov, O.O., Kutsan, Yu.G., Artemchuk, V.O., Burov, O.Yu., Lytvynova, S.H.:
Application of augmented reality technologies for preparation of specialists of new
11
technological era. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International
Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March
22, 2019, CEUR-WS.org, pp. 181–200, online (2020, in press)
3. Kanivets, O.V., Kanivets, I.M., Kononets, N.V., Gorda, T.M., Shmeltser, E.O.:
Development of mobile applications of augmented reality for projects with projection
drawings. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International
Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March
22, 2019, CEUR-WS.org, pp. 262–273, online (2020, in press)
4. Krainyk, Ya.M., Boiko, A.P., Poltavskyi, D.A., Zaselskiy, V.I.: Augmented Reality-based
historical guide for classes and tourists. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings
of the 2nd International Workshop on Augmented Reality in Education (AREdu 2019),
Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 241–250, online (2020, in press)
5. Kramarenko, T.H., Pylypenko, O.S., Zaselskiy, V.I.: Prospects of using the augmented
reality application in STEM-based Mathematics teaching. In: Kiv, A.E., Shyshkina, M.P.
(eds.) Proceedings of the 2nd International Workshop on Augmented Reality in Education
(AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 130–144, online
(2020, in press)
6. Lavrentieva, O.O., Arkhypov, I.O., Kuchma, O.I., Uchitel, A.D.: Use of simulators together
with virtual and augmented reality in the system of welders’ vocational training: past,
present, and future. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd
International Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih,
Ukraine, March 22, 2019, CEUR-WS.org, pp. 201–216, online (2020, in press)
7. Lvov, M.S., Popova, H.V.: Simulation technologies of virtual reality usage
in the training of future ship navigators. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings
of the 2nd International Workshop on Augmented Reality in Education (AREdu 2019),
Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 50–65, online (2020, in press)
8. Malchenko, S.L., Mykoliuk, D.V., Kiv, A.E.: Using interactive technologies to study the
evolution of stars in astronomy classes. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings
of the 2nd International Workshop on Augmented Reality in Education (AREdu 2019),
Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 145–155, online (2020, in press)
9. Midak, L.Ya., Kravets, I.V., Kuzyshyn, O.V., Pahomov, J.D., Lutsyshyn, V.M., Uchitel,
A.D.: Augmented reality technology within studying natural subjects in primary school. In:
Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on
Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019,
CEUR-WS.org, pp. 251–261, online (2020, in press)
10. Modlo, Ye.O., Semerikov, S.O., Bondarevskyi, S.L., Tolmachev, S.T., Markova, O.M.,
Nechypurenko, P.P.: Methods of using mobile Internet devices in the formation of the
general scientific component of bachelor in electromechanics competency in modeling of
technical objects. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International
Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March
22, 2019, CEUR-WS.org, pp. 217–240, online (2020, in press)
11. Morkun, V.S., Morkun, N.V., Pikilnyak, A.V.: Augmented reality as a tool for visualization
of ultrasound propagation in heterogeneous media based on the k-space method. In: Kiv,
A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org,
pp. 81–91, online (2020, in press)
12. Nechypurenko, P.P., Stoliarenko, V.G., Starova, T.V., Selivanova, T.V., Markova, O.M.,
Modlo, Ye.O., Shmeltser, E.O.: Development and implementation of educational resources
in chemistry with elements of augmented reality. In: Kiv, A.E., Shyshkina, M.P. (eds.)
Proceedings of the 2nd International Workshop on Augmented Reality in Education
(AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 156–167, online
(2020, in press)
12
13. Panchenko, L.F., Muzyka, I.O.: Analytical review of augmented reality MOOCs. In: Kiv,
A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org,
pp. 168–180, online (2020, in press)
14. Pochtoviuk, S.I., Vakaliuk, T.A., Pikilnyak, A.V.: Possibilities of application of augmented
reality in different branches of education. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings
of the 2nd International Workshop on Augmented Reality in Education (AREdu 2019),
Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 92–106, online (2020, in press)
15. Shamonia, V.H., Semenikhina, O.V., Proshkin, V.V., Lebid, O.V., Kharchenko, S.Ya.,
Lytvyn, O.S.: Using the Proteus virtual environment to train future IT professionals. In:
Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on
Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019,
CEUR-WS.org, pp. 24–36, online (2020, in press)
16. Shapovalov, V.B., Shapovalov, Ye.B., Bilyk, Zh.I., Megalinska, A.P., Muzyka, I.O.: The
Google Lens analyzing quality: an analysis of the possibility to use in the educational
process. In: Kiv, A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International
Workshop on Augmented Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March
22, 2019, CEUR-WS.org, pp. 117–129, online (2020, in press)
17. Shyshkina, M.P., Marienko, M.V.: Augmented reality as a tool for open science platform
by research collaboration in virtual teams. In: Kiv, A.E., Shyshkina, M.P. (eds.)
Proceedings of the 2nd International Workshop on Augmented Reality in Education
(AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org, pp. 107–116, online
(2020, in press)
18. Symonenko, S.V., Zaitseva, N.V., Osadchyi, V.V., Osadcha, K.P., Shmeltser, E.O.: Virtual
reality in foreign language training at higher educational institutions. In: Kiv, A.E.,
Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org,
pp. 37–49, online (2020, in press)
19. Vakaliuk, T.A., Kontsedailo, V.V., Antoniuk, D.S., Korotun, O.V., Mintii, I.S., Pikilnyak,
A.V.: Using game simulator Software Inc in the Software Engineering education. In: Kiv,
A.E., Shyshkina, M.P. (eds.) Proceedings of the 2nd International Workshop on Augmented
Reality in Education (AREdu 2019), Kryvyi Rih, Ukraine, March 22, 2019, CEUR-WS.org,
pp. 66–80, online (2020, in press)