This study aimed to explore whether the integration of virtual reality and augmented reality used in a specially designed science book could improve the students' science concept learning outcomes. A true experimental research design was conducted to check the effectiveness of the specially designed book in terms of learners' achievement. The sample for this study consisted of 80 fifth-grade students, divided into a control and an experimental group. The results revealed that using mixed reality (augmented reality and virtual reality) as a learning supplement to the printed book could improve students' learning outcomes, particularly for low spatial ability students. Finally, recommendations for future practices and research are discussed.
Purpose The purpose of this paper was to develop a predictor model for an online nutrition course on sugar reduction. The proposed model is based on health knowledge, healthy behavior, social support, self-efficacy, attitude and the health belief model in relation to people’s behavior within a Facebook group. Subsequently, the model can be used to design a robust online training course for human resources, thereby reducing the training costs which managers have experienced as being expensive. Design/methodology/approach A single pre-post experimental group design was used. Pre and post data were collected from 100 Facebook users using an online questionnaire, within a three-week intervention. Findings The results show a significant difference between pre- and post-test scores of health knowledge and healthy behavior, indicating an effective intervention. In addition, perceived barriers, attitude, self-efficacy and emotional support were significant predictors of the healthy behavior model, predicting 70 percent of healthy behavior. However, knowledge had no significant relationship with any of the three dependent variables (self-efficacy, attitude and healthy behavior) proposed. Practical implications This model has proved to be an effective intervention which can be used in online training of human resources, because the content of the training is known from the predictor model, thereby greatly reducing the training cost, since everything is done online. Moreover, the provided model and predictors show that the content to be delivered in the training program is not knowledge but perceived barriers, attitude, self-efficacy and emotional support. Originality/value This study is one of the first to propose an integrative model that suggests attitude and self-efficacy as key predictors of healthy behavior whereas knowledge is not.
This study aimed to explore whether the integration of Augmented Reality (AR) technology used in community-based art education can improve the participants' learning effectiveness and to compare its effects in two different learning environments (on-site and off-site). A quasi-experimental research design has been conducted to check the effectiveness of integrating AR activities in terms of learners' effectiveness. The sample for this study includes 40 and 64 participants in on-site and off-site groups, respectively. The on-site group visited the real environment and viewed AR integrated materials such as posters, rhymes, and so on; the off-site group visited the school exhibition and viewed the same materials as the on-site group. The data has obtained through the "Motivation scale", "Learning Satisfaction", “Technology Acceptance", and "Learning Effectiveness" designed by the researchers. Descriptive statistics and independent t-test are utilized for the data analysis. There is a significant difference in Learning Motivation, Learning Effectiveness, and Learning Satisfaction between on-site and off-site groups, however, there is no significant differences in the mean of Technology Acceptance. This study finds that using AR digital materials facilitated the visitors' experience of cultural heritage (CH) and improved participants' learning effectiveness, particularly learning satisfaction and learning motivation in on-site experience than off-site experience. Results also revealed that there was a significant difference in gender and age toward learning motivation and learning effectiveness. With respect to participants with different artistic backgrounds and educational backgrounds, the results showed no significant differences in learning motivation, learning effectiveness, learning satisfaction, and technology acceptance. Finally, recommendations for future practices and research are discussed.
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