An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

Chen, Chien-Hsu; Chou, Yin Yu; Huang, Cheng

doi:10.1007/s40299-016-0284-3

Cited by 129 publications

(62 citation statements)

References 48 publications

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“…Based on that data, the experimental class has an average value that is higher than the control class. This is also in line with Chen, Chou, and Huang (2016) that the many benefits of augmented reality informal education, the integration of the learning environment with effective learning tools, can have promising results. However, in the concept of neural cell structure, the control class has a higher value than the experimental class.…”

Section: Resultssupporting

confidence: 83%

Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Nurhasanah

Widodo

Riandi

2019

JPBI

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As one of abstract concepts, nervous system requires proper media which can represent the real condition. The purpose of this study was to observe the effect of augmented reality (AR) on students' mastering concept and digital literacy in biology. This quasi-experimental research was designed using non-equivalent control group design in which the instruments were test and questionnaire. The data were analyzed using independent samples t-test. The results indicated that AR gave significant positive effect on students' mastering concept. However, as it has no the same effect to students' digital literacy, the further observation to be done to ensure the undergirding reason behind the phenomena.

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Section: Resultssupporting

confidence: 83%

Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Nurhasanah

Widodo

Riandi

2019

JPBI

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“…In this paper, we have adopted the ARCS model of motivation. Many studies in the literature, such as those by Chiang et al (2014), Ibanez, Di-Serio, Villaran-Molina, and Delgado-Kloos (2015), and Chen, Chou, and Huang (2016), report a positive impact of AR on the ARCS dimensions of student motivation.…”

Section: Framework For Designing Motivational Augmented Reality Applimentioning

confidence: 99%

Framework for designing motivational augmented reality applications in vocational education and training

Bacca‐Acosta

Navarro

Gesa

et al. 2019

AJET

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One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

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“…Geçmişten günümüze kadar bu teknolojiler geometri , matematik (Christy ve Fox, 2014), anotomi (Blum, Kleeberger, Bichlmeier ve Navab, 2012), mühendislik (Potkonjak vd., 2016), dil eğitimi (Taşkıran, Koral ve Bozkurt, 2015) gibi bir çok alanda uygulanmıştır. Bunun yanında, bu teknolojilerin öğrenme başarısı üzerindeki etkilerini inceleyen birçok çalışma yapılmıştır (Ang ve Wang, 2006;Bayırtepe ve Tüzün, 2007;Chen, Chou ve Huang, 2016;Mallory, 2012;Merchant vd., 2012;Sert, 2009;Topu, 2015;Tüzün, Yılmaz-Soylu, Karakuş, İnal ve Kızılkaya, 2009;Yıldırım ve Şahin, 2015;Wang, Duh, Li, Lin ve Tsai, 2014). Ancak eğitimde bu teknolojilerin öğrenme başarısı üzerindeki etki büyüklüğünü inceleyen araştırmaya literatürde rastlanamamıştır.…”

Section: şEkil 1 Gerçeklik-sanallık Sürekliliğiunclassified

The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

Avci

Çoklar

İSTANBULLU

2019

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An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

Cited by 129 publications

References 48 publications

Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Augmented reality to facilitate students’ biology mastering concepts and digital literacy

Framework for designing motivational augmented reality applications in vocational education and training

The Effect of Three Dimensional Virtual Environments and Augmented Reality Applications on The Learning Achievement: A Meta-Analysis Study

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