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1.
Su Cai Changhao Liu Tao Wang Enrui Liu Jyh-Chong Liang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):235-251
The Augmented Reality (AR)-based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self-efficacy and conceptions of learning. This study developed an AR-based wave-particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self-efficacy and conceptions of learning physics. A quasi-experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4-week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self-efficacy, as indicated by understanding of concepts, higher-level cognitive skills, practice and communication; (2) guide students to be more inclined to higher-level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply. 相似文献
2.
Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students’ experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants’ cognitive overload and the ways to provide assistance in constructing the presented learning materials. In this study, a mindtool-based AR learning system was developed, based on the repertory grid method and the contiguity principle of multimedia learning, for assisting students in constructing their knowledge in a natural science course. Furthermore, an experiment was carried out on an elementary school natural science course to compare the influences of this method with those of the conventional AR learning system on students’ learning effectiveness. The experimental results show that the designated approach effectively promoted the students’ learning achievements, and no significant difference existed between the mindtool-based AR learning system and the conventional AR learning system in terms of students’ cognition load and satisfaction degree; moreover, both the experimental group and the control group perceived low cognition load during the learning activity and rated their own AR learning systems as being highly satisfactory. 相似文献
3.
ABSTRACT The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment. 相似文献
4.
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
5.
Hung-Yuan Wang Henry Been-Lirn Duh Nai Li Tzung-Jin Lin Chin-Chung Tsai 《Journal of Science Education and Technology》2014,23(5):682-691
The purpose of this study is to investigate and compare students’ collaborative inquiry learning behaviors and their behavior patterns in an augmented reality (AR) simulation system and a traditional 2D simulation system. Their inquiry and discussion processes were analyzed by content analysis and lag sequential analysis (LSA). Forty university students were divided into dyads and then randomly assigned into AR group and traditional 2D group to collaboratively conduct an inquiry task about elastic collision. The results of the content analysis and LSA indicated that both systems supported students’ collaborative inquiry learning. Particularly, students showed high frequencies on higher-level inquiry behaviors, such as interpreting experimental data or making conclusions, when using these two simulations. By comparing the behavioral patterns, similarities and differences between the two groups were revealed. The AR simulation engaged the students more thoroughly in the inquiry process. Moreover, students in both groups adopted the same approaches to design experiments. Due to the line of AR research is in its initial stage, suggestions for future studies were proposed. 相似文献
6.
Marie Paz E. Morales 《Journal of Science Education and Technology》2016,25(1):34-49
“Culture,” a set of principles that trace and familiarize human beings within their existential realities, may provide an invisible lens through which reality could be discerned. Critically explored in this study is how culture- and language-sensitive curriculum materials in physics improve Pangasinan learners’ attitude toward science. Their cultural preference or profile defined their cultural dimensions, epistemological beliefs, and views on integration of culture and language in the teaching and learning processes. The culture- and language-influenced curriculum materials in physics were heavily influenced by Pangasinan learners’ cultural preference or profile. Results of the experimental participants’ pretest and posttest on science attitude measure, when compared, showed significant statistical difference. Assessment of science attitude enhancement favored the experimental group over the control group. Qualitative data gathered from postimplementation interviews, focus group discussions, and journal log entries indicated the same trend in favor of the experimental participants. The study yielded that culture and language integration in the teaching and learning processes of physics concepts allowed students to develop positive attitude to science, their culture, and native language. 相似文献
7.
The learning of plants has garnered considerable attention in recent years, but students often lack the motivation to learn about the process of plant growth. Also, students are not able to apply what they have learned in class in the form of observation, since plant growth takes a long time. In this study, we use augmented reality (AR) technology to develop the ARFlora system, which can assist students in observing the changes in plant growth while in the classroom. More specifically, students are able to use AR markers to manipulate various virtual objects (e.g. sunlight) and observe the changes they have on plant growth. Meanwhile, a quasi-experimental evaluation is in place to substantiate the effectiveness of ARFlora in the learning of plants and to compare it with digital video learning. In the quasi-experimental design, 55 elementary-school students participated in the study. The participants are divided into two groups, an “experimental group” and a “control group.” The experimental group was taught using the ARFlora system, while the control group was taught by employing the digital video. Results show that (1) ARFlora and digital video have the same effectiveness on student's learning outcomes; (2) ARFlora is more effective in helping students retain learned knowledge; and (3) ARFlora is comparatively more useful in motivating students to learn about plants. 相似文献
8.
In light of the convincing claims extolling the multifaceted merit of the “genetic” (historical) approach in designing learning materials (Matthews 1994), we developed an experimental course in optics. We tested the new materials and determined their effectiveness in a year long course given in several 10th grade high school classes. A special feature, which soundly contrasted our course from a typical one, was its essential incorporation of historical contents: the ideas, views and conceptions which constituted the early understanding of light and vision. In this report, we present that part of the assessment which concerns the course's impact on the students’ views about science and some related technological and cultural issues. In our analysis, we used a special hierarchical organization to represent pertinent data. Strong differences were found between the views elicited in the experimental group and parallel data regarding students in the control group. In our view, this demonstrated the advantage of utilizing historical materials in an aspect which is additional to our first intention – to improve students’ disciplinary knowledge. Such materials naturally address issues of much broader general interest, appropriate for physics education as opposed to physics training. Touching on a variety of features of science the materialspositively effect students’ views about science. 相似文献
9.
Gwo-Jen Hwang Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357
With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment. 相似文献
10.
近年来,翻转学习越来越受到重视;它让学生在课前通过教学视频获取基础知识,从而有更多的时间在课堂上练习、应用知识或师生互动。许多学者指出,通过这种学习方式,教师可以引导学生进行更高层次的思考,以及与同伴和教师的互动,设计出更有效的课堂活动。同时,研究人员也指出,采用适当的教育技术或学习策略可以进一步提高学生的学习成绩。因此,此次研究提出了一种基于增强现实(AR)的翻转学习指导模式。为了验证所提方法的有效性,我们在一所小学的自然科学学习活动中,使用所开发的系统进行了实验。研究对象是四个班111名五年级学生,实验组2个班,对照组2个班。实验组采用基于AR的翻转学习模式,对照组采用传统的翻转学习模式,实验结果表明,基于AR的翻转学习指导方法不仅有利于学生项目成绩的提升,而且提高了学生的学习动机、批判性思维倾向和群体自我效能感。 相似文献
11.
Designing and Evaluating the Effectiveness of Physlet-Based Learning Materials in Supporting Conceptual Learning in Secondary School Physics 总被引：1，自引：1，他引：0
Simon Ülen Branka Čagran Mitja Slavinec Ivan Gerlič 《Journal of Science Education and Technology》2014,23(5):658-667
Many educational researchers have investigated how best to support conceptual learning in science education. In this study, the aim was to design learning materials using Physlets, small computer simulations, and to evaluate the effectiveness of these materials in supporting conceptual learning in secondary school physics. Students were taught in two different physics courses (conditions): one group of students (n = 40) was taught using Physlet-based learning materials, and the other (n = 40) was taught using expository instruction. To evaluate the designed materials, we assessed students’ thinking skills in relation to physics after the course and analyzed the results using an independent t test, multiple regression analyses, and one-way analysis of covariance. The results showed better thinking skills among students in the experimental group and supported a clear relationship between the physics course using Physlet-based materials and this improvement (p < 0.05). These results indicate that properly designed Physlet-based materials can effectively support conceptual learning. 相似文献
12.
Su Cai Enrui Liu Yang Yang Jyh-Chong Liang 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):248-263
Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics. 相似文献
13.
《Journal of Further & Higher Education》2012,36(7):959-974
AbstractVietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities. 相似文献
14.
Yong-Teng Lin 《Interactive Learning Environments》2019,27(1):86-102
Online video-based learning has been increasingly used in educational settings. However, students usually do not have enough cognitive capacity and metacognition skills to diagnose and record their attention status during learning tasks by themselves. This study thus presents an attention-based video lecture review mechanism (AVLRM) that can generate video segments for review based on students’ sustained attention status, as determined using brainwave signal detection technology. A quasi-experiment nonequivalent control group design was utilized to divide 55 participants from two classes of an elementary school in New Taipei City, Taiwan, into two groups. One class was randomly assigned to the experimental group, and used video lectures with the AVLRM support for learning. The other class was assigned to the control group, and used video lectures with autonomous review for learning. Analytical results indicate that students in the experimental group exhibited significantly better review effectiveness than did the control group, and this difference was especially marked for students who had a low attention level, were field-dependent, or were female. The findings show that AVLRM based on brainwave signal detection technology can precisely identify video segments that are more useful for effective review than those picked by student themselves. This study contributes to the design of learning tools that aim to support independent learning and effective review in online or video-based learning environments. 相似文献
15.
Hsin-Yi Chang Ying-Shao Hsu Hsin-Kai Wu Chin-Chung Tsai 《International Journal of Science Education》2018,40(12):1410-1431
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
16.
Jonte Bernhard 《Instructional Science》2018,46(6):819-846
According to variation theory, it is essential to enable students to focus on the object of learning and discern its critical features, but the features that it is possible to discern often depend on the equipment used. Thus, in labs, the experimental technologies used may shape students’ experience of focal phenomena, in a human–mediating tools–world manner, by placing some aspects of reality in the foreground, others in the background, and visualizing certain aspects that would otherwise be invisible. However, this mediating role is often neglected, and instruments and devices are often seen as having little cognitive value. Hence, the role of experimental technologies in labs as tools for learning is examined here through a case study, in which three sets of students investigated the same physical relationships (Newtonian motion in an inclined plane), but using different measurement technologies. The results demonstrate that what it is possible for students to experience in a laboratory is heavily influenced by the chosen technology. Some technologies do not afford the discernment of features regarded as crucial for students to learn. Furthermore, analysis of video recordings shows that the three sets of students’ discourses differed, although they studied the “same physics”. Hence, the role of experimental technologies in students’ learning in labs should not be neglected, and their courses of action should be seen as material-discursive practice. Moreover, general conclusions about learning in labs should be drawn cautiously, specifying the conditions and technology used, and discussions about learning technologies should not be limited to the use of computers. 相似文献
17.
Shao-Chen Chang Ting-Chia Hsu Wei-Chen Kuo Morris Siu-Yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):148-165
Science and technology are driving people’s life changes, including education and the environment. Many scholars have attempted to import technology into the classroom to help students learn in different subjects. However, students often need assistance with unfamiliar learning approaches and learning environments. This study proposed a non-immersive virtual reality (VR) guidance system combined with a two-tier strategy to help students learn geology knowledge. Two groups of students used different learning approaches: the experimental group students were guided by the two-tier test VR guidance system, and the control group students learned with the conventional VR guidance system. According to the experimental result, the two-tier test VR guidance system not only improved the students’ learning achievement in natural science, but also enhanced their learning motivation. In addition, according to the sequential results, we found that VR learning materials or environmental resources can help students answer questions and solve problems more effectively. 相似文献
18.
随着网络技术的发展和5G通信技术的应用,提高实验室和设备资源的利用率,从而提升学生的实验能力和专业素养,是高校实验室发展建设的重点任务.以典型旋转机械实验台为机械本体,提出了一种旋转机械运行大数据综合实验云平台,介绍了综合实验云平台系统的基本架构和功能模块,并给出了具体的教学应用场景.该综合实验云平台能够为学生提供丰富... 相似文献
19.
物理学科偏理性思维,能有效培养学生的逻辑思维和创新能力。而实验教学在物理教学中占有重要地位,能激发学生学习兴趣,调动学生学习的积极性和主动性,提高教学效率和教学质量,提升学生物理核心素养,对培养学生逻辑思维和创新能力具有重要作用。文章结合教学实践,对物理实验教学进行探究。 相似文献
20.
While research on English-medium instruction (EMI) has proliferated in the past decades, little research has examined how students from a monolingual background actually experience EMI, or the learning processes involved in such experiences. Drawing upon in-depth interviews and student reflection journals, this study examines the experiences of Chinese university students currently studying in an EMI university in Macau. The findings show that while the students were satisfied with their learning in the EMI context, and they all expressed a perceived necessity for EMI, EMI presented major challenges to their learning and increased their study burden, and the students had experienced numerous frustrations, difficulties and challenges in the transition from the CMI context to the EMI context. The findings also indicate that the students took various measures to address these difficulties and frustrations. This study can provide a better understanding of the real learning needs of Chinese students in an EMI context, and the strategies used by them to address the difficulties and challenges experienced in the transition from the CMI context to the EMI context. 相似文献