App Critique: Science-Based App - Quiver Application Analysis Report

This report provides a comprehensive critique of the Quiver app, an augmented reality (AR) application designed for science education. The app, formerly known as colAR Mix, uses 3D AR to bring coloring pages to life, offering children interactive learning experiences across various scientific subjects. The report discusses the app's features, including printable coloring sheets, AR activation through a device's camera, and interactive elements like animations and quizzes. It explores the educational benefits of AR in the classroom, such as increased student engagement and improved knowledge retention. The report also addresses potential limitations and challenges associated with the use of AR technology, including the need for proper guidance and potential physical and psychological drawbacks. The report concludes with an example activity, suggesting how the Quiver app can be integrated into early childhood education to enhance children's understanding of the environment and scientific concepts, aligning with the Early Years Learning Framework. The report highlights the importance of educators guiding students in digital learning environments to foster curiosity and collaboration. The provided references support the app's use in the classroom.

Running head: APP CRITIQUE
Critique of a science based app
Student Name
University Name
Author Note

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App Description
Quiver - 3D Coloring App (once in the past known as colAR Mix) breathes life into
shading pages utilizing 3D augmented reality (AR) for an internet instructing and learning
experience for younger minds(Home - Quiver 3D Augmented Reality coloring apps, 2016).
The children can print clear Quiver shading sheets in-application or through the companion
site while having numerous classes and sheets to look over with themes covering geometry,
science, geography, the nearby planetary group, and the sky is the limit from there. The
children can shade the Quiver sheet any way they might want (pastels, hued pencils, and oil
pastels work best), keep on a level surface, and at that point dispatch the application. They
can likewise tap the orange butterfly to enact the AR watcher, focus the page under their
gadget's camera, and watch it become animated. In addition, the children are additionally
ready to associate with an AR creation by moving the gadget to see livelinesss from any point
and tap the Rainbow to change shading, the Speaker to hear instructive voice over or music,
or the Brain to take a test. Understudies can spare manifestations as photographs or
recordings to the gadget's camera roll and offer. The application is produced for the
subjective and learning advancement of the concerned youngsters in scientific areas (Akçayır
& Akçayır, 2017). Quiver sheets include some extra instructive chance and a great deal of
commitment to shading. It is accessible for the children with the assistance of the authority
application store, iOS of Apple and Android for free of-cost (Mota et al., 2018). The 3D
Augmented Reality shading book innovation, initially called colAR, was created at the HIT
Lab NZ, and in the wake of accepting overpowering positive criticism and grants at
gatherings around the globe, QuiverVision (initially called Puteko Limited) was established
to popularize the innovation. One of their missions is to create instructive substance that
supports learning for entertainment only and animating ways.
Justification
Augmented reality can fill an assortment of needs in the class room of the students.
This energizing innovation layers virtual substance on this present reality, giving a chance to
students to interface with content in a totally new manner (Fauziyyah, 2019). Augmented
reality can be exceptionally compelling in making learning and advancement arrangements
that genuinely inundate somebody in whatever they are learning. Rather than being attached
to a seat or work area, increased reality can help get students going around and really
interfacing with the substance (Bacca et al., 2015). When learning is connecting with and
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experiential, the information maintenance of students increments enormously. Besides, when
students are set in a situation where they are getting content through their own disclosure as
opposed to being pushed content that sentiment of control can likewise bring about a lot
higher information maintenance. Higher maintenance is pivotal to accomplishing conduct
changes that influence the reality, and at last produce the arrival on speculation that officials
need to see. The utilization of augmented reality for learning is as of now very predominant
in the social insurance, car and assembling ventures (Martín-Gutiérrez et al., 2015). In a
professional workplace, increased reality can be utilized to make altogether new learning
encounters, or basically supplement current preparing activities. Printed learning materials
can be enlivened by taking something stationary and injecting it with activity and
intuitiveness that draws in the student and exhibits points of view that basically cannot be
appeared with something static (Feng et al., 2018). Group exercises can be changed into
intuitive fortune chases that get the students up and moving and cooperating as they check
different things to illuminate pieces of information and acquire new information en route.
The ability to combine mobile phones and Virtual Reality for guidance is massive, but
it needs to be identified absolutely given everything (Fidan & Tuncel, 2018). In different
ways, enhanced realism might give students extra advanced data on any subject, and make
abstract data more evident. Improved fact energized content in classroom activities could
catch the attention of students in our complex day and age, even as they were roused to
analyse them. Having additional material such as a brief profile of a person, enjoyable facts,
documented local or periodic details, immersive 3D models will provide a more detailed
interpretation of concepts to students and younger children. Whilst doing schoolwork,
students may scan those elements of a textbook and get educators ' text, sound, or video tips,
or they may discover interesting details about the lesson, a teacher, or different understudies
that would cause better communication (Harley et al., 2016). The contribution made with
respect to youth training is resolved by the perceived joining of developments in open doors
for play-based learning. Increased reality innovation offers students the possibility to
comprehend dynamic ideas and to imagine occasions that in any case could not without much
of a stretch be investigated in reality. Instances of such learning incorporates anticipating
visual components onto genuine items to show a whale jumping out of the sea and sprinkling
down again or watching a fountain of liquid magma or a tropical storm from various points of
view, all inside the dividers of a class room. This is accounted for to improve student’s
inspiration and focus: upgraded connections among students and substance material, students
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as friends and collaborations among students and educators. Further, augmented reality is
accounted for to give chances to constant criticism and framework.
Previously known as ColAR, Quiver is an incredible, simple to-utilize, increased
reality application. In the same way as other AR applications, in the wake of downloading it
on your gadget, it is required to need to visit that organization's site to download trigger
pictures. The Quiver trigger pictures that they check enact the AR experience. Quiver utilizes
shading pages as triggers, and this video shows it in real life (Yilmaz & Goktas, 2016). The
application has a lot of shading pages that make cells fly off the page and let youngsters turn
a globe in midair. Quiver releases understudies past the photos in their course readings to
communicate with three-dimensional figures. In any case, there are a few impediments of
outrageous utilization of advanced innovative learning as augmented reality without the
provision of legitimate direction from the educators and guardians (Madanipour & Cohrssen,
2019). This vibrant invention is seen as quite interesting because it keeps its participants
continuously enraptured for a few hours on the game. This might end up having an adverse
effect on the child's power. Negligible physical improvements will also encourage issues such
as overweight, pupil attention difficulties in school, eye conditions, and so on. Augmented
reality innovation consumers typically spend a lot of time getting charmed in it that they
often fail to understand the immersive and actual world. This is known that this may be a
legitimate problem because this is the only explanation for the ultimate flooding of the
program development. The considerable drawback to this technology is that the expanded
truth often duplicates the potential to physical hazards or you might claim physical beginning
hazards, much more than the regular devices. Furthermore, the possible scenarios are also
much greater than that of the concept implementations produced by computers.
It is learned that devices used only to build AR are compromised and that is
omnipresent in gadgets and mobile phones, but also in wearable devices and cameras for
watchers. Any individual who has ever used the web for an extensive time frame
appropriately thinks about a perspective that one most likely could not maintain a strategic
distance from – individuals who essentially wish to debate, squabble, offense, and create
chaos (Zhu et al., 2017). Each negative part of human collaboration going over the web
would really mean the expanded reality world. It is very easy to comprehend that when one
could post messages anyplace, nothing will keep a few people from getting injurious or harsh.
The chances of defame and individual assaults would rise exponentially. The predominant
laws on spray painting cannot presumably involve for all intents and purposes increased
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instances of the sort, or they would not for a critical time frame till some standard has been
set. All things considered, also, it would be extreme if not unworkable to control without
buckling down on security intrusion. The traditional teaching is based on correspondence and
social connections near to home. The truth created by computers is very unique; it is the
individual and the object and that is it. It will disrupt the relations between students and the
contact of the general human being. Subsequently, it is required for the children to utilize it in
the wake of getting arrangement from their folks and follow the rules for an encounter to
recollect.
Example of an activity
The application that has been described above mainly focuses on the usage of
augmented reality to make the painting sessions of the children more interesting by the
amalgation of different scientific objects and environments. For the development of science
in the curriculum and the appropriate nurture of the scientific knowledge of the children, it is
important for the usage of applications like this in the class room in the presence and
collaboration with children to help in their overall development. The Early Years Learning
Framework has certain outcomes which are to be abided by the educators to establish a
supportive and knowledgeable learning environment for the development of the child in the
early years. The Learning Outcome 4 has strong links with the development and inclusion of
scientific learning for the child (Belonging, Being & Becoming, 2020). Hence, as an
educator, I would incorporate the activity of painting different objects with the help of the
Quiver application, such that the children get an extensive knowledge about the surrounding
environment and the different species and objects which are present naturally in their
environment. It is my responsibility to educate the students about why they are being
subjected to learn in a digital manner for encouraging their curiosity and subsequent learning.
The activity for the children could be structured as an individual and even as a group to
enhance the level of collaboration among the students with others and educators.
If their family and network experiences and understandings are interpreted and
understood for the early childhood environment, children are expected to be comfortable and
positive and active learners. This makes us appreciate modern events (Campbell, Jobling and
Howitt, 2015). Of example, children use techniques such as inquiry, concerted action and
reflective thought in all aspects of the instructional system. For example, developing
behaviours, curiosity, steadfastness and resourcefulness empowers children to engage in
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learning and to benefit from it. Therefore, effective students are able to transfer and change
how much they have gained from one environment to the next and to discover and use
learning materials Students who are confident and active students are increasingly able to
take responsibility of their own learning, individual guidance and contribution to the social
environment in a continuous complex learning setting. Organizations and cohesion of
learning experiences in diverse environments make learning more and more relevant, and
increase the feelings of finding a place for children. By interactive, hands-on analysis
children build understandings for themselves and their reality. A steady fluid state of learning
invigorates the dedication of children to understand and can be viewed as an intense
obsession and a full focus on what captures their inclinations. Children are learning to bear
their life. They have various ways of understanding the world, different learning methods and
their own favourite thinking modes.
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References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented
reality for education: A systematic review of the literature. Educational Research
Review, 20, 1-11. https://doi.org/10.1016/j.edurev.2016.11.002
Bacca, J., Baldiris, S., Fabregat, R., Kinshuk, & Graf, S. (2015). Mobile Augmented Reality
in Vocational Education and Training. Procedia Computer Science, 75, 49-58.
https://doi.org/10.1016/j.procs.2015.12.203
BELONGING, BEING & BECOMING. Acecqa.gov.au. (2020). Retrieved 26 March 2020,
from
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becomin
g_the_early_years_learning_framework_for_australia.pdf.
Campbell, C., Jobling, W. and Howitt, C., 2015. Science In Early Childhood. 2nd ed.
Cambridge.
Fauziyyah, N. (2019). THE POTENTIAL OF AUGMENTED REALITY TO TRANSFORM
EDUCATION INTO SMART EDUCATION: SEBUAH REVIEW. JURNAL PAJAR
(Pendidikan Dan Pengajaran), 3(4). https://doi.org/10.33578/pjr.v3i4.7433
Feng, Z., González, V., Amor, R., Lovreglio, R., & Cabrera-Guerrero, G. (2018). Immersive
virtual reality serious games for evacuation training and research: A systematic
literature review. Computers & Education, 127, 252-266.
https://doi.org/10.1016/j.compedu.2018.09.002
Fidan, M., & Tuncel, M. (2018). Augmented reality in education researches (2012–2017): A
content analysis. Cypriot Journal Of Educational Sciences, 13(4), 577-589.
https://doi.org/10.18844/cjes.v13i4.3487
Harley, J., Poitras, E., Jarrell, A., Duffy, M., & Lajoie, S. (2016). Comparing virtual and
location-based augmented reality mobile learning: emotions and learning
outcomes. Educational Technology Research And Development, 64(3), 359-388.
https://doi.org/10.1007/s11423-015-9420-7
Home - Quiver 3D Augmented Reality coloring apps. Quivervision.com. (2016). Retrieved 26
March 2020, from http://www.quivervision.com/what-we-do/.
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Madanipour, P., & Cohrssen, C. (2019). Augmented reality as a form of digital technology in
early childhood education. Australasian Journal Of Early Childhood, 45(1), 5-13.
https://doi.org/10.1177/1836939119885311
Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M., & Mora, C. (2015).
Augmented reality to promote collaborative and autonomous learning in higher
education. Computers In Human Behavior, 51, 752-761.
https://doi.org/10.1016/j.chb.2014.11.093
Mota, J., Ruiz-Rube, I., Dodero, J., & Arnedillo-Sánchez, I. (2018). Augmented reality
mobile app development for all. Computers & Electrical Engineering, 65, 250-260.
https://doi.org/10.1016/j.compeleceng.2017.08.025
Yilmaz, R., & Goktas, Y. (2016). Using augmented reality technology in storytelling
activities: examining elementary students’ narrative skill and creativity. Virtual
Reality, 21(2), 75-89. https://doi.org/10.1007/s10055-016-0300-1
Zhu, Y., Yang, X., & Jia Wang, S. (2017). Augmented Reality Meets Tangibility: A New
Approach for Early Childhood Education. EAI Endorsed Transactions On Creative
Technologies, 4(11), 153059. https://doi.org/10.4108/eai.5-9-2017.153059
App Critique