Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal International Journal of STEM Education for Sustainability
Anh, Ngo Thi Phuong
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Applying Augmented Reality Technology to Build Serious Games in STEM Education Anh, Ngo Thi Phuong; Huong, Nguyen Lan; Hung, Nguyen Quoc; Hai, Tuong Duy; Khuyen, Nguyen Thi To
International Journal of STEM Education for Sustainability Vol 5, No 2 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v5i2.694

Abstract

Serious games are increasingly recognized as an innovative pedagogical tool in STEM education, thanks to their ability to create engaging, interactive and competency-based learning environments, thereby improving student learning outcomes. In this context, Augmented Reality (AR) technology has emerged as a breakthrough in science and technology, allowing learners to interact directly with vivid 3D models in real space, thereby strongly promoting the ability to explore and learn by experience. Integrating learning games (Serious games) with AR technology in teaching science subjects not only brings a new learning experience, but also opens up a promising approach to developing creative thinking, problem-solving skills and systematic thinking in learners. This study aimed to: (1) design AR-enhanced serious games aligned with the EDP framework using the CoSpaces Edu platform; and (2) evaluate their impact on students’ engagement, perceptions of STEM, and development of engineering design skills. The mixed-method research design used in this study. In this study, we applied the CoSpaces Edu platform to design and deploy twelve AR-integrated learning games, corresponding to key topics in the Natural Science and Physics curriculum at middle and high school levels. The games were built to integrate academic content with virtual interactive experiences, thereby exploiting the potential of AR technology in improving the quality of science teaching in the direction of STEM education.
Arduino-Based Experiments: Leveraging Engineering Design and Scientific Inquiry in STEM Lessons Dat, Nguyen Duc; Bien, Nguyen Van; Khuyen, Nguyen Thi To; Ha, Nguyen Thi Viet; An, Hoang Thi Thai; Anh, Ngo Thi Phuong
International Journal of STEM Education for Sustainability Vol 4, No 1 (2024)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI) 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/ijses.v4i1.317

Abstract

Organizing STEM activities based on scientific inquiry and engineering design processes is recommended for competency-based education in many countries, including Vietnam, to develop vital 21st-century practices. However, one of the challenges in the scientific inquiry process is the lack of equipment for conducting experiments. Therefore, there is a need for cost-effective and flexible instrument initiatives that students and teachers can design, create, and operate on their own. Additionally, real-world contexts like designing experiments for studying are also essential to engage students in engineering design processes. With its open-source platform, user-friendly interface, and limitless creative potential, Arduino is a valuable tool for STEM education. Hence, this study aims to develop Arduino-based experiments and suitable lesson plans to facilitate the implementation of STEM lessons following scientific inquiry and engineering design processes. In this study, we have proposed three Arduino-based experiments, followed by instruction plans, that students can build through engineering design processes to study several Physics concepts. The results show that microcontroller systems combined with common sensors are a low-cost yet effective approach with acceptable accuracy, allowing students to quantitatively and professionally investigate the relationship between physical quantities. In addition, 21st-century practices such as STEM literacy and design thinking are also concentrated in the context of working with the solutions for STEM problems.
Co-Authors An, Hoang Thi Thai Bien, Nguyen Van Dat, Nguyen Duc Ha, Nguyen Thi Viet Hai, Tuong Duy Hung, Nguyen Quoc Huong, Nguyen Lan Khuyen, Nguyen Thi To