Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course

Abstract

Motivation and math anxiety are crucial in performance and satisfaction, and augmented reality (AR) may be a useful tool in enhancing these factors because it provides users with interesting visual experiences. Since related empirical research is limited in investigating the effects of using free mobile AR apps integrating Keller’s ARCS (attention-relevance-confidence-satisfaction) motivation model on learning motivation, anxiety, and outcomes between students with different levels of anxiety in primary math education, this study investigated whether mobile AR differently affected learning, motivation, and math anxiety between students with high and low anxiety. The results showed that the AR group performed better than the non-AR group, and high-anxiety learners in the AR group outperformed in algebra and geometry. The AR group had higher motivation based on Keller’s ARCS model. The high-anxiety learners had higher confidence and satisfaction and lower anxiety when learning using mobile AR. The AR users were satisfied with ease of use, usefulness, playfulness, and benefit from exploration and hands-on experiences. Moreover, high-anxiety users in the AR group had higher perceptions of exploration, hands-on experiences, and playfulness. This study includes the participants’ experience in adopting mobile AR for their learning and discusses its constraints.

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

“…Among them, anxiety is a process in which individuals respond appropriately to stress psychologically. Appropriate anxiety is conducive to enhancing the response speed and alertness of the brain, thus improving learning efficiency and satisfaction (Chen 2019 ; Hordacre et al 2016 ), while excessive anxiety reduces students’ learning engagement and academic performance (Khng and Hui 2016 ; Ramirez et al 2016 ; Scanlon et al 2020 ; Shu-Yun Sophie 2013 ; Soltanlou et al 2019 ). The impact of COVID-19 on students’ home-based learning may be complex, so empirical research is needed to provide evidence to support students’ home-based mobile learning.…”

Evaluating an online augmented reality puzzle for DC circuits: Students' feedback and conceptual knowledge gain

“…Some works in the literature have analyzed the impact of AR on students' motivation and/or learning performance in different subjects like pedagogy, astronomy, mathematics, and mechanical engineering [1,8,15,28,49].…”

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with “Question-Observation-Doing-Explanation” Model during Schools Disruption in COVID-19 Pandemic

“…Among them, anxiety is a process in which individuals respond appropriately to stress psychologically. Appropriate anxiety is conducive to enhancing the response speed and alertness of the brain, thus improving learning e ciency and satisfaction (Chen 2019;Hordacre et al 2016), while excessive anxiety reduces students' learning engagement and academic performance (Khng and Hui 2016;Ramirez et al 2016;Scanlon et al 2020;Shu-Yun Sophie 2013;Soltanlou et al 2019). The impact of COVID-19 on students' home-based learning may be complex, so empirical research is needed to provide evidence to support students' home-based learning.…”