Impacts of Different Types of Scaffolding on Academic Performance, Cognitive Load and Satisfaction in Scientific Inquiry Activities Based on Augmented Reality

Niu, Bingbing; Liu, Changhao; Liu, Jiaqi; Yuhong, Deng; Wan, Qingqing; Ma, Ning

doi:10.1109/eitt.2019.00053

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…[46] examined a variety of educational technologies and increases in student focus and attention, and found that innovations, such as AR, when used appropriately, could enhance learning by increasing their focus and attentiveness. In their systematic review of the research literature, [47,48] found that the key benefits of AR for learning included increased satisfaction, concentration, attention, and motivation. Increased satisfaction implies that students' experiences in the learning context rise to satisfactory levels, particularly during the learning process.…”

Section: Discussionmentioning

confidence: 99%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

135

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Augmented reality (AR) has received increasing attention in the research literature as a fundamental pedagogical tool that can enhance learning at most educational levels. In academic contexts, this technology permits the superimposing of three-dimensional images onto the real environment. Although AR has been found to enhance learning in the academic environment, no systematic review of it has been conducted to identify, evaluate, and summarize empirical findings on its advantages and challenges in e-learning contexts. Hence, a systematic review of the research literature was conducted on the use of AR in e-learning contexts, with a focus on the key benefits and challenges related to its adoption and implementation. Electronic searches on databases, including Springer, Science Direct, EBSCO, and Google Scholar, were performed to retrieve relevant journal articles; 28 studies were included after they were screened using the inclusion and exclusion criteria. The key benefits of using AR in e-learning included support of kinesthetic (tactile) learning, collaborative learning, distance/remote learning, learner-centered learning, and creative learning. Studies also reported that AR enhanced students’ engagement, motivation, attention/focus, interactivity, verbal participation, concentration, knowledge retention, and spatial abilities, as well as information accessibility. The findings suggest that challenges associated with AR in e-learning include information and cognitive overload, lack of experience in using the technology, resistance from teachers, complex technology, costly technology, and technical issues, such as connectivity problems.

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Section: Discussionmentioning

confidence: 99%

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Alzahrani

2020

Applied Sciences

135

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“…Figure1: Overall means of students' attitudes towards science before and after using SIMaTAR application means for their anxiety in science decreases after they used the SIMaTAR application (2.3 to 1.85) Also, the overall means of their enjoyment in science (3.45 to 4.33) and perceptions about the relevance of science in their daily lives increased (3.84 to 4.5) In their systematic review of the research literature,Niu (2019) found that the key benefits of AR for learning included increased satisfaction, concentration, attention, and motivation. Increased satisfaction implies that students' experiences in the learning context rise to satisfactory levels, particularly during the learning process.…”

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confidence: 99%

Improving Grade 8 Students’ Academic Performance and Attitude in Teaching Science through Augmented Reality

Berame

Bulay

Mercado

et al. 2022

Am. J. Educ. Technol.

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Strategic Intervention Material for Teaching Augmented Reality (SIMaTAR) is a collection of teaching and learning materials in Science which uses augmented reality technology to greatly improve learning experience through digital immersion in different 3D and 4D worlds and is under the innovative approaches in science education project of DOST-SEI. This study aimed to assess the effectiveness of using SIMaTAR mobile application as a tool on improving the Grade 8 students’ academic performance, motivation, and attitude towards learning science as well as the teachers’ assessment upon using the application. Results showed that all indicators on the teachers and students’ assessment on SIMaTAR mobile augmented reality application were rated as strongly agree. All indicators of students’ attitude towards science showed improvement after implementing the AR application in science teaching. Further, the scores of the student participants in pre-test and post-test were remarkably increased after using the application. As for the challenges, results revealed that students do not have the gadgets to use and they lack the knowledge on how to manipulate the application. Through data analysis using paired samples t-test, it is concluded that the integration of SIMaTAR in teaching science increases the engagement and interest of the students in learning the subject and the application of mobile augmented reality could substantially improve the teaching and learning process.

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Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

et al. 2020

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In this systematic umbrella review we aggregate the current knowledge of how virtual and augmented reality technologies are applicable to and impact remote learning in higher education; specifically, how they impact such learning outcomes as performance and engagement in all stages of higher education from course preparation to student evaluation and grading. This review was done as part of a state wide research effort of Latvia, to mitigate the impact of COVID-19 and specifically to provide a framework for a technological transformation of education in this context. In this work we search the Scopus and Web of Science databases for articles describing the use of virtual and/or augmented reality technologies in remote learning for higher education and their impact on learning outcomes. We identified 68 articles from which, after multiple screening and eligibility phases, nine review articles were left for extraction phase in which 30 structural elements with corresponding interventions and measured effects were extracted. Of these, 24 interventions had a measured effect on student performance (11 positive, seven negative, six no impact) and six interventions had a measured effect on student engagement (all six positive).

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Impacts of Different Types of Scaffolding on Academic Performance, Cognitive Load and Satisfaction in Scientific Inquiry Activities Based on Augmented Reality

Cited by 4 publications

References 33 publications

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Augmented Reality: A Systematic Review of Its Benefits and Challenges in E-learning Contexts

Improving Grade 8 Students’ Academic Performance and Attitude in Teaching Science through Augmented Reality

Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review

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