Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings

Georgiou, Yiannis; Kyza, Eleni Α.

doi:10.1016/j.chb.2018.08.011

Cited by 136 publications

(89 citation statements)

References 30 publications

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“…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). Furthermore, the AR could make students familiar with technology to access learning resources for independent learning (Garrett et al, 2015).…”

Section: Enchancing Abstract Reasoning Skill In Science Learning Throsupporting

confidence: 90%

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: 90%

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

Syawaludin

Gunarhadi

Rintayati

2019

JPII

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“…This finding is in accord with other studies in the field of augmented reality in education which have demonstrated that immersive environments enabled by the utilisation of AR can be highly engaging for students [52,74,75]. Likewise, Georgiou and Kyza [76] in the findings of their study suggest that designing learning environments supported by AR should contribute to providing the students with immersive learning experiences as there is a positive relation between immersion and students' learning gains.…”

Section: What Is the Impact Of An Alternate Reality Game Enhanced Witsupporting

confidence: 88%

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

et al. 2020

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This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amongst the aspects of engagement, participation, and response to students’ variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7–8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.

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“…To our knowledge, only a few studies have taken into account the initial levels of criterion variables when examining the effects of the game experience on either knowledge (e.g. Georgiou and Kyza 2018) or social skills and empathy (Bachen et al 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Research that has investigated the effects of the game experience on different outcomes has been so far mainly focused on knowledge acquisition and/or motivation/ satisfaction enhancement (Buil, Catalán, and Martínez 2018;Georgiou and Kyza 2018;Hsieh, Lin, and Hou 2016;Iten and Petko 2016;Martinovic et al 2016;Sabourin and Lester 2014). Studies exploring the relationship between game experiences and socioemotional outcomes have been scarce (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, inefficient problem-solvers engaged in more off-task behaviour and felt more bored while playing the game. Georgiou and Kyza (2018) investigated the impact of immersion on learning in location-based augmented reality settings. They found that engagement (seen as lower level of immersion) had a stronger relationship with student learning gains than higher levels of immersion (engrossment and total immersion).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

Zubković

Kolić‐Vehovec

Smojver‐Ažić

et al. 2020

Behaviour & Information Technology

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In line with previous findings stressing the importance of the player experience for game effectiveness, the main aim of the study was to explore whether the experience while playing a serious digital game aimed at bullying prevention mediated the relationship between initial and postgame knowledge about appropriate reactions in bullying situations, and initial and postgame compassion for the victim. Participants were 12-to 14-year-old students from 10 European schools (N = 120; 51% boys). Students were assessed in schools, by an online survey, before and after gaming sessions, on measures of knowledge about appropriate reactions in bullying situations and compassion for the victim. Students' experience during playing was also assessed. The proposed model showed a good fit to the data, but the mediation hypotheses were not supported. The results indicated that some aspects of the game experience could affect subsequent knowledge and compassion. Specifically, the challenge had a significant effect on knowledge about appropriate behaviour, while immersion had a significant effect on compassion. The model was tested on the wider sample including students who played the control game (N = 116; 46% boys). The results of moderated mediation analysis offer further support to this conclusion, as these effects were not significant in the control group.

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Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings

Cited by 136 publications

References 30 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

“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning

The role of experience during playing bullying prevention serious game: effects on knowledge and compassion

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