PurposeThis study was based on situated learning, by combining mobile learning and augmented reality, so that students could not only access information content in a real environment but also obtain such information via augmented reality, to support mobile learning.Design/methodology/approachThe research included development of an augmented reality system combined with situational learning, used by students to learn about campus plants as part of the college life technology curriculum. Students took part in mobile learning, and an investigation was conducted into the computer learning behaviour of notebook users. College students were used as the experimental subjects. Data were collected using questionnaire surveys and were evaluated in order to identify the behavioural intentions of learners in outdoor learning activities.FindingsThe questionnaire survey covered environmental interactivity, system quality and textbook content. It was found that learners who used mobile learning augmented reality (MLAR) generally managed to browse all the contents of the textbook at each learning location, without spending too much time looking for information, and learners could quickly integrate this into the learning situation. Learners who used MLAR had a strong motivation to study plants at the learning site because they wanted to use the augmented reality technology to observe virtual plant models. Learners who used MLAR in their field learning liked using augmented reality for further learning, for example, using a magic wand to interact with the technology.Originality/valueThis study adopted a new approach to deliver elements of the life technology curriculum, integrating augmented reality into mobile learning. All participating students gave positive reviews of six aspects of the proposed system: their behavioural intentions, cognitive usefulness, cognitive ease of use, environmental interactivity, system quality and textbook content.
PurposeThis research explores the appropriateness of using a digital learning system based on a multiplayer online animated game in firefighting education and training. Use of the game improved learning was effective. It can increase learners' understanding of the taught content and their willingness to learn.Design/methodology/approachThe research applies digital learning based on a multiplayer online animated game coupled with 3D and virtual reality (VR) technology. To verify the effectiveness of this approach, participants were divided into two groups, an experimental group (using the game) and a control group (not using the game). T-tests were used to compare the learning of the two groups.FindingsFirefighting knowledge was significantly better among the experimental group than the control group. Learning was explored in three different domains: basic firefighting knowledge, fire extinguisher operation and fire source identification; the latter two showed statistically significant differences. After learners acquired knowledge from multimedia, the addition of a VR exercise effectively helped them to remember what they learned and increased their understanding of the taught content.Originality/valueThe approach proposed in this study applies digital learning via a multiplayer online animated game to explore the appropriateness of such games in firefighting education and training. Use of the game improved learning and was effective. It can not only increase learners' understanding of the taught content, but also their willingness to learn.
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