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1
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Rodzaje gier użytkowych (serious games) oraz ich zastosowanie w edukacji – opis zjawiska

100%
Świątek P.
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
|
2014
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issue 6 "Edukacja kulturowa. Ujęcie monograficzne"
95-105
EN
The article describes the phenomenon of "serious games", which take different names in the Polish research circle. The main issue of the article is the description of the most important subgenres together with the examples, as well as an attempt to describe the possibilities of using the serious games in education (and in raising the workers' competences), especially in the perspective of increased AR technology availability.
2
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A Comparison of EFL Elementary School Learners’ Vocabulary Efficiency by Using Flashcards and Augmented Reality in Taiwan

100%
Tsai C.-C.
The New Educational Review
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2018
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vol. 51
53-65
EN
With the rapid development of Augmented Reality (AR), an increasing number of studies has been conducted to explore the effectiveness of this technology in the field of education. Few, however, have examined how AR might influence EFL (English as a Foreign Language) learners’ vocabulary learning efficiency. To fill in this gap in the literature, the purpose of this study is to compare traditional English flash cards with the vocabulary learning method of Augmented Reality to see which English vocabulary learning is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and the participants were 66 third grade pupils in total. The study was conducted at two stages in terms of data collection. At the first stage, the control and experimental groups took the same English vocabulary test without any teacher instruction as a pretest. At the second stage, the control group used flashcards to learn 20 target English words by themselves in 30 minutes. The experimental group adopted the Augmented Reality 3D effect of 20 target words by themselves in 30 minutes. After that, both groups took the same English vocabulary test again as a posttest. On the whole, Augmented Reality teaching effects apparently excel the effects of the traditional vocabulary learning methods. The results of this study have shown that the learning method of Augmented Reality was more efficient than the learning method using English flash cards at various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The learning method of English flash cards had significant differences in high and low level groups as well as intermediate and low level groups, with the exceptions of high and intermediate level groups. It is worth improving children’s English vocabulary learning by using Augmented Reality in their daily lives in terms of mobile learning.
3
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An Action Research Study Exploring the Effects of Augmented Reality for English Vocabulary Learning in an Elementary School in Taiwan

100%
Tsai C.-C.
The New Educational Review
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2020
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vol. 59
163-174
EN
The purpose of this study is to compare the use of traditional English flash cards and the vocabulary learning method of Augmented Reality to see which English vocabulary learning method is more efficient for elementary school students. The study was conducted at an elementary school in Taiwan, and there were 60 student participants in total. This study adopted an unequal pre-test and post-test experimental design. The study was conducted in two stages in terms of data collection. In the first stage, the control and experimental group took the English vocabulary test, without any teacher instruction, as the pretest. In the second stage, the control group used flashcards to learn 20 target English words by themselves for 40 minutes. The experimental group adopted the Augmented Reality 3D effect on the 20 target words by themselves for 40 minutes. After that, both groups took the same English vocabulary test again, as the posttest. On the whole, Augmented Reality teaching effects apparently exceed the effects of the traditional vocabulary learning method. The results of this study show that the learning method of Augmented Reality was more efficient than that of learning with English flash cards among the various proficiency levels (high, intermediate, and low) in terms of English vocabulary learning. The way of using English flash cards showed significant differences between high and low level groups, as well as between intermediate and low level groups, with the exception being the difference between high and intermediate level groups. It is worthwhile improving children’s English vocabulary learning by using Augmented Reality, by incorporating it into their daily lives through mobile learning.
4
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Using Augmented Reality (AR) as an authoring tool in EFL through mobile computer-supported collaborative learning

88%
Belda-Medina J.
Teaching English with Technology
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2022
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vol. 22
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issue 2
115-135
EN
Several studies have been published to date about the use of Augmented Reality (AR) as a breakthrough technology in education, but most of them focused on the impact of using prepackaged information on student motivation and engagement. This paper analyzes the affordances and limitations of AR in second language learning, emphasizing its potential as transformative rather than delivery technology in teacher training programs. The novelty of this research is that it examines the attitudes and creative skills of pre-service teachers to meaningfully integrate AR-based projects aimed at teaching English from a Computer-Supported Collaborative Learning model. The sample size was 229 Education students from the University of Alicante (Spain), who created 47 vision-based and location-based projects through different authoring tools, and utilized them to teach English to children. Quantitative and qualitative data were gathered through a pre-post-test, teaching experience videos and class debates. The research findings revealed that the teacher candidates lack practical training in AR content creation and implementation from a technological and pedagogical perspective, but their attitudes towards AR integration as transformative technology were very positive, particularly regarding student attention, collaboration and shared enjoyment. Spearman’s Rho correlation coefficient also demonstrated a relationship between positive attitudes towards AR integration in EFL and the level of difficulty perceived by participants.
5
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Edukacja coraz bardziej mobilna

75%
PIECUCH A.
Edukacja-Technika-Informatyka
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2014
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vol. 5
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issue 2
32-41
PL
Artykuł podejmuje zagadnienia związane z wykorzystaniem urządzeń mobilnych w edukacji. Dostępność nowoczesnych urządzeń mobilnych oraz nowych technologii informacyjno-komunikacyjnych stwarza nowe środowisko dla procesów uczenia się
EN
The article presents the issues associated with the use of mobile devices in education. The availability of advanced mobile devices and new information and communication technologies creates a new environment for learning processes.
6
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W pogoni za klientem mobilnym - wykorzystanie narzędzi nowych technologii w marketingu

63%
Smołucha D.
Studia Ekonomiczne
|
2017
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vol. 317
118-135
PL
Wraz z rozwojem cywilizacyjnym społeczeństwa rośnie popyt na dobra materialne. Producenci prześcigają się w walce o zainteresowanie klienta, jednak coraz trudniej jest im dzisiaj dotrzeć do odbiorcy ze swoim komunikatem. Dlatego też specjaliści od reklamy i marketingu z uwagą śledzą rozwój nowoczesnych mediów, poszukując sposobów ich wykorzystania w kształtowaniu wizerunku marki oraz promocji produktów i usług. Nowoczesna technologia pozwala na projektowanie przekazów reklamowych o wysokiej jakości audiowizualnej. Współczesna reklama to przekaz spersonalizowany, trafiający do wyselekcjonowanych grup konsumentów. Jest to komunikat, który ma znużonego natłokiem informacji odbiorcę zainteresować i przekształcić w klienta. Współczesna reklama bawi i uczy, a bywa też, że to potencjalni klienci stają się jej współtwórcami.
EN
As society advances in terms of its civilization, the demand for material goods grows. The manufacturers try to undo one another in their endeavours to attract new customers, however, it is more and more difficult for them to get their message out to their potential target audience. Therefore, the advertising and marketing consultants have been making strenuous efforts to follow the development of modern media in order to find an effective way to promote their brands, products and services. Needless to say, modern technology enables them to create a high-quality audiovisual marketing products. Modern advertising techniques are based on greatly personalized strategy addressed to a carefully selected group of consumers. Their aim is to persuade and win over the potential client who is lost in a mass of facts and information. No wonder, then, that modern advertisement not only has an educational and entertaining undertone in itself but also it happens that the potential customer plays an active part in shaping the nature of it.
7
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Wirtualna i rozszerzona rzeczywistość a zachowania konsumentów

63%
Berbeka J.
Studia Ekonomiczne
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2016
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vol. 303
84-101
PL
Wirtualna rzeczywistość (WR) i rozszerzona rzeczywistość (RR) to przykłady nowych technologii, które silnie kształtują działania podmiotów rynku. Celem niniejszego artykułu jest ocena oddziaływania WR i RR na zachowania konsumentów. Opracowanie ma charakter teoretyczno-przeglądowy. Przeprowadzono w nim kwerendę literatury, głównie anglojęzycznej, poświęconej znaczeniu wirtualnej oraz rozszerzonej rzeczywistości w zachowaniach współczesnych klientów i możliwości ich wykorzystywania przez podmioty strony podażowej. Punktem wyjścia była identyfikacja obu kategorii. Następnie w nawiązaniu do teorii zachowań konsumentów wskazano potencjalne przesłanki ich zainteresowania powyższymi technologiami. Finalnie przytoczono przykłady konkretnych zastosowań WR i RR na rynku.
EN
Virtual Reality (VR) and Augmented Reality (AR) are new technologies, which strongly influence entities performance on the market. In the paper the focus is on consumer behaviour. The aim of the article is an assessment of the role of VR and AR in consumer behaviour mediation. The article has theoretical character. The review of literature, mainly in English, was provided. The examples of VR and AR application were presented.
8

Więcej niż teatr, więcej niż media – scena rzeczywistości rozszerzonej

51%
Pieniążek M.
Roczniki Kulturoznawcze
|
2015
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vol. 6
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issue 4
67-90
PL
Artykuł omawia narastający proces mediatyzacji współczesnego teatru. Analizując kilkanaście wybranych spektakli współczesnych reżyserów (m.in. Jaya Scheiba, Lukasa Bangertera, Krzysztofa Warlikowskiego, Krystiana Lupy, Wojciecha Ziemilskiego), wskazuje na specyficzne wykorzystanie narzędzi medialnych w kształtowaniu wydarzenia scenicznego. Postaci teatralne upodabniające się w stylu bycia do modelu znanego z popkultury, polityki, reklam, billboardów są podstawą do wskazania na rodzący się nowy paradygmat przedstawień teatralnych, silnie absorbujących aktualne sposoby mediatyzacji rzeczywistości. Autor analizuje symptomy przenoszenia tego, co dramatyczne, dialogiczne i teatralne, w obszary rekonfiguracji percepcji, kognitywnych manipulacji i gier z wrażeniami. Puentą artykułu jest próba skodyfikowania jednej z tendencji teatru współczesnego, w której główną rolę odgrywa otwieranie widza na nowe przestrzenie kultury, które mają charakter zbiorowo doświadczanej rzeczywistości rozszerzonej.
EN
The article discusses the growing process of mediatization of contemporary theater. Analyzing the dozen of chosen performances of contemporary directors (Jay Scheib, Lukas Bangerter, Krzysztof Warlikowski, Krystian Lupa, Wojciech Ziemilski) indicates the specific use of media tools in shaping the events on stage. Characters of the contemporary theater are often created in style of celebrities of pop culture, politics, advertising. The analyzed trends allow to point out the emerging new paradigm of theatrical performances, strongly absorbing current ways of mediatization of reality. The author analyzes the performances in which can we observe transferring the traditionally elements of theatre in the new areas of technological mediatization, manipulation of perception, cognitive convergence and affects. The author also proposes an attempt to codify one of the trends in contemporary theater, in which the main role is played by opening new space of culture, which is a collective experience of Augmented Reality.
9
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Conditions of the development of electronic commerce in Poland

51%
Pieczarka K.
Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu
|
2019
|
issue vol. 63, nr 7
92-102
EN
The main aim of this article is to identify the contemporary determinants of the development of electronic commerce in Poland and state their influence on online businesses. In order to achieve this, descriptive statistics and statistical analysis, including comparative analysis, have been applied. On the basis of the examination, the contemporary growth factors (opportunities) in e-commerce such as m-commerce, Omnichannel commerce, Virtual Reality, and Augmented Reality can be characterised. The analysis also focuses on potential Internetrelated threats and their impact on e-businesses.
XX
Główne cele artykułu stanowiły identyfikacja współczesnych determinant rozwoju handlu elektronicznego w Polsce oraz określenie ich wpływu na działalność przedsiębiorstw prowadzących sprzedaż online. Do osiągnięcia tak sformułowanego celu wykorzystano metodę analizy opisowej i metodę analizy statystycznej, w tym porównawczej. Przeprowadzone badanie pozwoliło na scharakteryzowanie aktualnych czynników wzrostu (szans) w branży e-commerce , jak na przykład: m-commerce, omnichannel commerce, virtual reality i augmented reality, ale także potencjalnych zagrożeń związanych z obecnością w sieci Internet i ich skutków dla działalności e-przedsiębiorstw.
10
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Sebaregulácia učenia sa a sebahodnotenie žiakov v technickom vzdelávaní na primárnom stupni školy

45%
Huľová Z., Kožuchová M.
Zagadnienia społeczne
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2020
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vol. 1
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issue 13
7-20
EN
The paper focuses on an overview of current models of self-regulated learning and the relationship between self-assessment and self-regulaed learning. They form the basis for the subsequent study of the issues arising from the objectives of VEGA projects -VEGA č. 1/0443/18 and VEGA č. 1/0383/19 conducted by the authors of the paper. At the end of the article the authors present their own proposals for enhancing self-evaluation of pupils in elementary schools based on theoretical principles.
PL
Artykuł koncentruje się na przeglądzie aktualnych modeli samokształcenia oraz związku między samooceną a samokształceniem. Stanowią one podstawę do późniejszego badania zagadnień wynikających z celów projektów VEGA č. 1/0443/18 i VEGA č. 1/0383/19 Autorek artykułu. W oparciu o podstawy teoretyczne w zakończeniu artykułu Autorki przedstawiają własne propozycje rozwijania samooceny uczniów w szkole podstawowej.
SK
Príspevok je zameraný na prehľad súčasných modelov samoregulácie učenia sa a vzťah medzi sebehodnotením a autoreguláciou učenia sa. Tvoria bázu k následnému skúmaniu problematiky vyplývajúcej z cieľov projektov VEGA č. 1/0443/18 a VEGA č. 1/0383/19 autoriek príspevku. Na základe vymedzenia teoretických východísk autorky v závere prípevku prinášajú námety na rozvoj sebahodnotenia pre žiakov primárneho stupňa školy.
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