Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions

Chang, Shao‐Chen; Hwang, Gwo‐Jen

doi:10.1016/j.compedu.2018.06.007

Cited by 304 publications

(203 citation statements)

References 51 publications

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“…The spatial ability of students in comprehending the structures of the earth makes it easier to understand the correlation between parts that can be applied in further reasoning, such as analyzing and solving problems with critical thinking. These results are in accordance with related studies suggesting that AR-based tutoring approaches benefits students in increasing learning motivation and critical thinking (Chang & Hwang, 2018). Through the use of the AR app for environmental science learning, students could achieve a deep understanding of the concepts (Georgiou & Kyza, 2018).…”

Section: Enchancing Abstract Reasoning Skill In Science Learning Throsupporting

confidence: 91%

“…Related researchers have applied AR technology as multimedia in various types of teaching topics and educational levels such as use of AR in middle-level students and universities as an interactive media on human anatomy, geomorphology, and astronomy learning (Jamali et al, 2015;Kurniawan et al, 2018;Turan et al, 2018;Yen et al, 2013). The researchers at elementary school have applied AR media as learning media ecology system, increase motivation and critical thinking skills (Chang & Hwang, 2018;Tarng et al, 2015). If the other researchers focused on motivation, mastery of concepts, and the basis of critical thinking skills, this study focused on enhancing the abstract reasoning of the fifth-grade elementary school students whose role is essential in classifying, identifying the relationship between concepts, analyzing problems, and eliminating problems.…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

Syawaludin

Gunarhadi

Rintayati

2019

JPII

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Elementary school students' rational skill is terminated on concrete situations; therefore, enhancing abstract reasoning becomes a prompt for students to be more critical in solving science problems. The objective of the study was to improve abstract reasoning in science learning using interactive multimedia based on augmented reality (AR) for fifth-grade students. This study used a Classroom Action Research conducted in two cycles consisting of Plan, Act & Observe, and Reflect stage each. Data collection techniques used tests and observations involving 28 students. The credibility of the research data was examined based on technical triangulation and source triangulation while the collected data were analyzed descriptively. The results of the study on process aspect showed that the use of interactive multimedia based on augmented reality gave positive changes to the learning processes on earth and rock structure topic in the fifth grade of elementary school. The students' enthusiasm during the learning processes thus strengthened student-teacher interaction as they enjoyed the learning processes actively, independently, and collaboratively. The interactive multimedia based on augmented reality facilitates the students to reason by exploring more realistic visual objects to eases student understanding of science concept, associating inter-concepts and implementation of information analysis, and problem-solving. The success of the product showed that students' abstract reasoning in science learning enhanced by 24.20% (in the first cycle) and 23.08% (in the second cycle). The results of this study concluded that the use of interactive multimedia based on augmented reality could enhance abstract reasoning skill of the fifth-grade elementary school students.

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Section: Enchancing Abstract Reasoning Skill In Science Learning Throsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

Syawaludin

Gunarhadi

Rintayati

2019

JPII

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“…Its use in training or teaching [16][17][18][19][20][21][22][23][24][25][26][27][28][29] has allowed different possibilities, such as: (a) erase that content which could make it difficult to obtain relevant information for the student to use; (b) generate content that makes the information more understandable to the student; (c) give the student the possibility to observe the object from different points of view and different angles; (d) facilitate the generation of ubiquitous learning for the student; (e) the student is immersed in an "artificial" environment, such as simulators or laboratories; (f) an enriched printed material through different resources; (g) improve the way in which students learn through motivation; (h) learning objects that generate "prosumers" students instead of "consumers" of information. The potential offered by this technology is increased with its incorporation through different disciplines (education, medicine, architecture .…”

Section: Introductionmentioning

confidence: 99%

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

et al. 2019

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Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

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“…Teacher not only needs to find the research-based problems suitable for their classes but also need pedagogical support to implement the problems. The most student could remember and retain the knowledge in the topic that was taught using AR application [30]. Since spatial visualization ability is the ability that used to rotate and manipulate three-dimensional (3D) objects in an imaginative space, so the incorporation of AR, which is mainly based on the 3D representation of visual and allow the interaction from a different perspective was one of the teaching tools that.…”

Section: As Shown Inmentioning

confidence: 99%

The Effect of Augmented Reality on Spatial Visualization Ability of Elementary School Student

Phon¹,

Rahman²,

Utama³

et al. 2019

Int. J. Adv. Sci. Eng. Inf. Technol.

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The invention of Augmented Reality (AR) has provided a platform for individuals to see virtual and real objects simultaneously in a real-life setting. As compared to other technologies being implemented in education setting, it may contribute a new method to educate. This study investigated the possible effect of AR technology on students' spatial visualization ability. AR-Science Magic Book Learning System (AR-SMB) is a learning tool based on the AR technology which was developed in this study to facilitate students in learning science concept, hence enhancing their spatial visualization ability. The type of data collection methodology used is the quantitative approach in which pre-test and post-test design were implemented and the participant comprised of 34 fifth-grade students. According to the results, it was found that the scores of the Mental Rotation Test (MRT) posttest were significantly greater than the pre-test, thus AR technology can be considered to be beneficial in enhancing students' spatial visualization ability. There is a huge difference in terms of the scores of MRT between the pre-test and post-test which concludes that the treatment given can significantly improve and contribute towards their spatial visualization ability. The findings of this research enable the educators to incorporate AR learning into their teaching process in order for students to understand the rotation and transformation of objects that are related to each other. As a result, this study has shown a significant implication for the understanding of AR's effect in enhancing spatial visualization ability among primary school students.

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Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions

Cited by 304 publications

References 51 publications

Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

Enhancing Elementary School Students’ Abstract Reasoning in Science Learning through Augmented Reality-Based Interactive Multimedia

Educational Uses of Augmented Reality (AR): Experiences in Educational Science

The Effect of Augmented Reality on Spatial Visualization Ability of Elementary School Student

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