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1.
Despite the potential of augmented reality (AR) in enabling students to construct new understanding, little is known about how the processes and interactions with the multimedia lead to increased learning. This study seeks to explore the affordances of an AR tool on learning that is focused on the science concept of magnets and magnetic fields. Seventy students in grades 5 through 7 participated in the study in a non- AR or AR condition. Findings showed that students in the AR condition interacted with the magnets significantly longer and demonstrated higher amounts of teamwork. In interviews, students identified five affordances of the AR on learning that are closely related to the literature on dynamic visualizations, such as the ability to visualize invisible phenomenon and scaffolds that focus attention on relevant information.  相似文献   

2.
This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students’ historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students’ conceptual understanding and historical empathy increased from pre to post for both conditions. Statistically significant differences were found between the AR field trip and the traditional field trip students in the development of empathy and conceptual understanding. These results add to the literature by supporting the potential of AR technologies for the development of students’ historical empathy; several design implications are also discussed.  相似文献   

3.
Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students' (N = 749) elaborative learning was assessed in the first semester, after which students were assigned to one of three writing-based AR conditions (No AR, Cognitive AR, Affective AR). Academic performance (course grades, GPA), motivation, attributions, and emotions were assessed in the second semester. AR by elaboration (low/high) 3 × 2 ANCOVAs showed optimal results for high elaborators following cognitive AR, and for low elaborators following affective AR. Performance improvements for the former were mediated by improved cognitions (expectations), and for the latter were mediated by increased positive affect.  相似文献   

4.
In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed.  相似文献   

5.
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.  相似文献   

6.
Every aspect of our daily lives has been touched by the ubiquitous nature of mobile devices. We have experienced an exponential growth of mobile computing—a trend that seems to have no limit. This paper provides a report on the findings of a recent offering of an iPhone Application Development course at Sheridan College, Ontario, Canada. It includes a report on the effectiveness of the course by assessing students’ opinions of the course, and by analyzing student performance scores in relation to traditional programming courses. It also provides an overview of the development environment, an assessment of this new course including qualitative surveys, informal observations and quantitative analysis including student performance score results. Overall, it was found that students enjoyed the iPhone course and performed very well. The iPhone Group exceeded the performance of a Comparison Group: F(1,81) = 4.145, p < .05.  相似文献   

7.
Neuroanatomy is difficult for psychology students because of spatial visualization and the relationship among brain structures. Some technologies have been implemented to facilitate the learning of anatomy using three-dimensional (3D) visualization of anatomy contents. Augmented reality (AR) is a promising technology in this field. A mobile AR application to provide the visualization of morphological and functional information of the brain was developed. A sample of 67 students of neuropsychology completed tests for visuospatial ability, anatomical knowledge, learning goals, and experience with technologies. Subsequently, they performed a learning activity using one of the visualization methods considered: a 3D method using the AR application and a two-dimensional (2D) method using a textbook to color, followed by questions concerning their satisfaction and knowledge. After using the alternative method, the students expressed their preference. The two methods improved knowledge equally, but the 3D method obtained higher satisfaction scores and was more preferred by students. The 3D method was also more preferred by the students who used this method during the activity. After controlling for the method used in the activity, associations were found between the preference of the 3D method because of its usability and experience with technologies. These results found that the AR application was highly valued by students to learn and was as effective as the textbook for this purpose.  相似文献   

8.
Augmented reality (AR) enhanced learning environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them to collaborate with each other in order to solve an ill-defined problem. AR content, accessed via a mobile broadband device (MBD) such as a phone or tablet, is used to guide the learning experiences. Student participants have reported an increased interest in the settings of the experiences and have expressed a positive attitude towards this innovative form of instructional delivery. Using newly available software loaded on MBDs, teachers and/or students can design and share AR enhanced learning environments that are tied to unique places in their communities.  相似文献   

9.
Media reports are rife with claims that students in the United States are overtested and that they and their education are suffering as result. Here I argue the opposite—that students would benefit in numerous ways from more frequent assessment, especially of diagnostic testing. The regular assessment of students serves critical educational and life-learning functions. It focuses the efforts of educators and students on mastering important material. Testing provides educators with crucial intelligence about the needs and abilities of students and the performance of academic programs. Regular assessment provides students and parents with useful feedback regarding how well the student is building important skills and knowledge. It allows both parents and educators to identify motivational and learning problems with individual students at an early stage, when interventions have the greatest prospects for success. It is especially important in the areas of early reading acquisition and special education, supposedly “sensitive” areas where educators often eschew regular assessment. Finally, standardized testing provides students with an important skill—test-taking experience and facility—that will serve them well throughout their lives. A wealth of evidence confirms that testing alone boosts student achievement.  相似文献   

10.
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11.
There is a lack of theory-driven empirical research that evaluates outcomes of location-based augmented reality (AR) applications with the purpose of improving instructional design and use guidelines. The primary aim of this study was to compare the effectiveness of two historical reasoning guide protocols, one based on prior research by Harley and colleagues (2016a; the other an extension) while learners used a mobile AR app to learn about history. Learners reported significantly higher levels of enjoyment and curiosity from learning about history than using the app itself, though mean levels were high for both—in contrast to negative emotions. Results suggest that the new and extended historical reasoning guide protocol succeeded in fostering higher levels of knowledge than the former. Findings also revealed that learners reported significantly higher levels of task value after the guided tour compared to their pre-guided-tour responses. Implications and future directions are discussed.  相似文献   

12.
The case study aimed to provide a deeper understanding of learners’ perception and experience of using augmented reality (AR) for language learning. Seven university students were recruited in this study, and they were provided access to an AR-based stroke-by-stroke animation guide for learning Japanese orthography with their own mobile computing devices. Data were collected through semi-structured interviews and direct observations. Subsequent thematic analysis showed that, overall, learners had positive perception and attitude towards the immersive language learning experience afforded by the AR programme. However, challenges pertinent to technology and user experience were also revealed. The findings accentuate the role of teachers in the implementation process and point out possible directions for more effective uptake of AR in this field.  相似文献   

13.
ABSTRACT

We present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework.  相似文献   

14.
The purpose of this review was to identify the different augmented reality (AR) modalities used to teach anatomy to students, health professional trainees, and surgeons, and to examine the assessment tools used to evaluate the performance of various AR modalities. A scoping review of four databases was performed using variations of: (1) AR, (2) medical or anatomical teaching/education/training, and (3) anatomy or radiology or cadaver. Scientific articles were identified and screened for the inclusion and exclusion criteria as per Preferred Reporting Items for Systematic Reviews and Meta-Analyses with extension for scoping reviews guidelines. Virtual reality was an exclusion criterion. From this scoping review, data were extracted from a total of 54 articles and the following four AR modalities were identified: head-mounted display, projection, instrument and screen, and mobile device. The usability, feasibility, and acceptability of these AR modalities were evaluated using a variety of quantitative and qualitative assessment tools. Within more recent years of AR integration into anatomy education, the assessment of visuospatial ability, cognitive load, time on task, and increasing academic achievement outcomes are variables of interest, which continue to warrant more exploration. Sufficiently powered studies using validated assessment tools must be conducted to better understand the role of AR in anatomical education.  相似文献   

15.
Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.  相似文献   

16.
The technology acceptance model (TAM) uses perceived usefulness and perceived ease of use to predict the intention to use a technology which is important when deciding to invest in a technology. Its extension for e-learning (the general extended technology acceptance model for e-learning; GETAMEL) adds subjective norm to predict the intention to use. Technology acceptance is typically measured after the technology has been used for at least three months. This study aims to identify whether a minimal amount of exposure to the technology using video demonstrations is sufficient to predict the intention to use it three months later. In two studies—one using TAM and one using GETAMEL—we showed students of different cohorts (94 and 111 participants, respectively) video demonstrations of four digital technologies (classroom response system, classroom chat, e-lectures, mobile virtual reality). We then measured technology acceptance immediately after the demonstration and after three months of technology use. Using partial least squares modelling, we found that perceived usefulness significantly predicted the intention to use three months later. In GETAMEL, perceived usefulness significantly predicted the intention to use for three of the four learning technologies, while subjective norm only predicted the intention to use for mobile virtual reality. We conclude that video demonstrations can provide valuable insight for decision-makers and educators on whether students will use a technology before investing in it.

Practitioner notes

What is already known about this topic
  • The technology acceptance model helps decision-makers to determine whether students and teachers will adopt a new technology.
  • Technology acceptance is typically measured after users have used the technology for three to twelve months.
  • Perceived usefulness is a strong predictor of intention to use the technology.
  • The predictive power of perceived ease of use for the intention to use varies from insignificant to strong.
What this paper adds
  • For the four digital learning technologies (classroom chat, classroom response system, e-lectures and mobile virtual reality), we measure technology acceptance after a video demonstration and again after three months of usage.
  • Using structural equation modelling, we are able to predict intention to use after three months, with perceived usefulness measured after the video demonstration.
  • We replicate these findings with a second study using the general extended technology acceptance model.
Implications for practice and/or policy
  • Short video demonstrations can provide information for educators to predict whether students will use a technology.
  • Early impressions of perceived usefulness are very important and valuable to predict whether students will use a technology.
  相似文献   

17.
Indigenous Australians are highly disadvantaged educationally and on all socioeconomic indicators, but graduating from university largely closes this gap. However, despite clear examples of Indigenous success, little research has focused on the drivers of success of high-achieving Indigenous students to emulate their success. Thus, the explicit purpose of our study is to identify psychological drivers of Indigenous academic success for high-achieving students and compare these to those of high-achieving nonIndigenous students. To accomplish this purpose, we test the reciprocal effects model (REM) of self-concept and achievement for high-achieving Indigenous students (N = 493) and matched nonIndigenous students (N = 586) in primary and secondary schools. Academic achievement and self-concept were reciprocally related over three annual time waves, supporting the REM for high-achieving Indigenous and nonIndigenous students. Furthermore, results were invariant over two within-person facets (time and content-domain—math vs. English) and two between-person facets (Indigenous vs. nonIndigenous, and primary vs. secondary students). The results have important policy/practice implications for the drivers of success for high-achieving Indigenous students, education of high-achieving students more generally, and self-concept theory and research.  相似文献   

18.
The quality and types of relationships formed between students and teachers has been shown to play an essential part in the personal and academic success of students (Davis, 2003; Pianta, 1999). Little, however, has been done to determine the role that assessment plays in teacher-student relationships. Drawing upon the work of cultural anthropologist Alan Fiske (1991), I explore the ways in which certain basic forms of relationships (known asRelational Models) are initiated and maintained in secondary school through the use of alternative assessment methods — narrative evaluations, portfolios, rubrics, and end-of-year presentations — in place of traditional letter grades. In his Relational Models Theory, Fiske posits that human relationships and social systems are culturally-specific implementations of four elementary Relationship Models: “Authority Ranking”, “Communal Sharing”, “Equality Matching”, and “Market Pricing”. Here, I discuss how the non-traditional assessment methods used at a progressive secondary school in California allow relationships between students and teachers to shift away from an exclusively authority-based system (the Relational Model of Authority Ranking), towards a more nuanced model of negotiation (Market Pricing) and communal input (Communal Sharing) — ultimately leading to more empowered and involved students.  相似文献   

19.
《欧洲教育》2013,45(1-2):64-97
I. On the Significance of Curriculum Formation for the Educational System

Many of the problems that in past years have precipitated struggles in the areas of educational theory and policy today fade in importance before the question of what is taught in the schools and how it is taught: for example, how schools are organized, what qualifications those who create schools must have, what participatory rights students, teachers, and parents enjoy, and so on. A central aspect of any school system is what is taught in it. (1) Moreover, the methods by which the content of instruction is produced, given general validity, and translated into school reality are thus the most important instruments for controlling the content of the school system in general, as the German Education Council has stressed many times in the last few years. (2) This is not just a recent problem. Historically, the school system has not infrequently seen debate on the content of work in the school and on the methods used to transmit that content. (3) In the end, however, such differences of opinion have terminated with the state — formerly represented by the sovereign and more recently by the educational authorities — handing down a final and binding decision with which all involved in school life had to comply. Decisions on the school concerning content, that is, how schools are to organized and with what content, will continue to be required, even though such decisions may be continuously subject to revision. Since the mid-sixties, however, a broad scientific and political discussion has been conducted as to how traditional curricula may be replaced — both in terms of content and in terms of method of development — by instruments that are adequately adapted to actual sociocultural and economic conditions as well as to the requirements of a social and democratic state based in law.  相似文献   

20.
This paper explores the challenges of using the Toulmin model to analyze students’ dialogical argumentation. The paper presents a theoretical exposition of what is involved in an empirical study of real dialogic argumentation. Dialogic argumentation embodies dialectical features — i.e. the features that are operative when students collaboratively manage disagreement by providing arguments and engaging critically with the arguments provided by others. The paper argues that while dialectical features cannot readily be understood from a Toulminian perspective, it appears that an investigation of them is a prerequisite for conducting Toulminian analysis. This claim is substantiated by a detailed review of five of the ten most significant papers on students’ argumentation in science education. This leads to the surprising notion that empirical studies in the argumentation strand — even those studies that have employed non-dialectical frameworks such as the Toulmin model — have implicitly struggled to come to terms with the dialectical features of students’ discourse. The paper finally explores how some scholars have worked to attend directly to these dialectical features; and it presents five key issues that need to be addressed in a continued scholarly discussion.  相似文献   

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