Using Augmented Reality to Support Children’s Situational Interest and Science Learning During Context-Sensitive Informal Mobile Learning

Zimmerman, Heather Toomey; Land, Susan M.; Jung, Yong Ju

doi:10.1007/978-3-319-26518-6_4

Cited by 33 publications

(19 citation statements)

References 31 publications

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“…Another encouraging finding of AR in STEM educational contexts is that most studies report positive effects on affective variables of students like motivation and attitudes towards STEM subjects. Against the background of decreasing interest of students in STEM subjects, this may help to design appealing instructional material with which students enjoy learning (Cheung, ; Yu, Sun, & Chen, ; Zimmermann, Land, & Jung, ).…”

Section: Augmented Reality In Educational Contextsmentioning

confidence: 99%

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Habig¹

2019

Brit J Educational Tech

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Section: Augmented Reality In Educational Contextsmentioning

confidence: 99%

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Habig¹

2019

Brit J Educational Tech

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“…AR includes all these advantages in simulations and in the real environment in which we exist, which is superior to virtual reality. Therefore, it enables students to be involved actively in a natural and simultaneous interaction with the real environment and with virtual objects (De Ravé, Jiménez-Hornero, Ariza-Villaverde &Taguas- Ruiz, 2016;Sin & Badioze Zaman, 2009;Zimmerman, Land & Jung, 2016). It appears that AR can be used as an effective tool for students to reach their learning goals (Hsu, 2017).…”

Section: Augmented Reality and Its Use In Educationmentioning

confidence: 99%

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

Sırakaya

Çakmak

2018

CONT ED TECHNOLOGY

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Augmented reality is defined as a technology in which real world and virtual objects are combined with a simultaneous interaction. The aim of this study is to determine the effect of augmented reality use on students' achievement, misconception and course engagement. A (matched) quasi-experimental research design with both pretest and posttest control groups was used in the study. The sample of the study consisted of 118 seventh grade students receiving education in six different classes. The students in the experimental group took their lessons with an augmented reality learning material, while the students in the control group continued using their traditional course materials. An achievement test, a misconception test and the student course engagement questionnaire were used as data collection tools. As a result of a 7-week implementation, this study found that augmented reality technology increased the achievement level of students and eliminated their misconceptions. However, the study also found that augmented reality technology did not affect the course engagement of students.

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“…Then their deep feelings engaged them to raise more questions and make hypothesises. The vivid presentation based on AR is indeed able to arouse students' interests and promote them to construct knowledge (Takahashi et al, 2013;H. T. Zimmerman et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…In recent years, sites that researchers attempted to use AR have been extended from museums to outdoors and classrooms. H. T. Zimmerman, Land, and Jung (2016) designed an AR application that can present biology information about trees based on trees' location in a botanical garden to study which factors can facilitate learning. Chang and Hwang (2018) used AR to guide students to operate in a flipped learning.…”

Section: Literature Review 21 Augmented Realitymentioning

confidence: 99%

A Contextual Learning Approach Based on Augmented Reality to Improve Students’ Scientific Literacy

Yang,

Liu,

et al. 2019

JEICOM

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Inquiry activities are important and challenging in primary science classes since it is not only related to scientific knowledge, but also to scientific literacy. However, with consideration of limited cost and risk issues, most of optical experiments are insufficient to implement in primary schools, so that students should rely on their own imagination to understand abstract concepts without inquiry activities. In this study, a contextual learning approach based on augmented reality (AR) technology was proposed to cope with this problem. A specially developed AR system created a virtual-reality combined environment for students taking an optical inquiry task about rainbow in grade 5. Moreover, a mixed methods research approach was used to analyze understanding about scientific concepts, use of inquiry process skills, and higher order thinking skills of the students who learned with the proposed approach. The experimental results revealed that the learning approach based on AR was able to assist in the construction of understandings about scientific concepts, provide students opportunities to use inquiry process skills, and develop students’ higher order thinking skills. Furthermore, by interviewing the teacher, the benefits and challenges of using this contextual learning approach based on AR were reported. These findings could be valuable references for those who intend to implement contextual inquiry learning activities with AR systems to assist improve students’ scientific literacy effectively.

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Using Augmented Reality to Support Children’s Situational Interest and Science Learning During Context-Sensitive Informal Mobile Learning

Cited by 33 publications

References 31 publications

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality

The Effect of Augmented Reality Use on Achievement, Misconception and Course Engagement

A Contextual Learning Approach Based on Augmented Reality to Improve Students’ Scientific Literacy

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