Blog 1- Quiver Vision application- Task 1

The Quiver Vision application is a technology designed for students to engage in educational coloring activities and subsequently transform their creations into interactive 3D experiences on their chosen device. By incorporating their own creativity and imagination, students can learn and develop new skills through the augmented reality produced by the Quiver app in a fun and stimulating way. Additionally, this app provides an educational platform for both students and teachers to better understand a variety of subjects.

Initially, some students may view the coloring pages as monotonous and unchallenging; however, upon seeing their work come to life in 3D, they become pleasantly surprised and intrigued. By taking a quiz provided by the app, students can easily identify all components of the cell while still enjoying a creative and thrilling learning experience. The app's educational content and lesson plans are best suitable for preschool kindergarten children to year 4 students.

Henrikson (2018) stated that in the context of education in the 21st century, creativity is widely considered to be an essential aspect of both learning and teaching. The Quiver app uses digital storytelling in coloring activities to generate interest and foster creativity in children (Kisno et al., 2022). It integrates virtual objects into real environments and creates 3D animations on smartphones while offering color pictures for children to enjoy. Kisno (2022) mentioned, at the end of the activity, children are presented with digital stories which may encourage the development of their creativity.

This technology offers many advantages, but there are clear limitations as well. One significant issue is that students may spend too much time coloring pictures, which could cut into valuable class time and detract from other activities that the teacher has planned. This distraction could cause them to lose focus on the intended learning objectives. A second limitation is the potential for device shortages. Since students must share a device to convert pictures into 3D, some schools may face a device shortage problem.

Reference

Henrikson, D. & Henderson, M. (2018). Creativity and Technology in Education: An International Perspective. Dordrecht: Springer Netherlands, Technology, knowledge and learning, 2018, Vol.23 (3), p.409-424. https://login.simsrad.net.ocs.mq.edu.au/login?url=https://search.proquest.com/docview/2086035619?pq-origsite=primo

Kisno, Wibawa, B., & Khaerudin. (2022). Digital Storytelling for early childhood creativity: Diffusion of innovation “3-D coloring quiver application based on augmented reality technology in Children's Creativity Development.” International Journal of Online and Biomedical Engineering (IJOE), 18(10), 26–42. https://doi.org/10.3991/ijoe.v18i10.32845

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