Applying Augmented Reality in Teaching Fundamental Earth Science in Junior High Schools

Wang, Chang Hwa; Chi, Pei Han

doi:10.1007/978-3-642-35603-2_4

Cited by 12 publications

(12 citation statements)

References 7 publications

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“…The limitation of this research finding is that they viewed AR learning as a standalone activity and did not take into account the entire learning process, including lecture, peer discussions, and other classroom activities. Wang and Chi (2012) demonstrated an AR-embedded comprehensive learning process, emphasizing in-classroom interactions, to teach fundamental earth science to junior high school students. The entire learning process included teacher lecture, hands-on AR experiences, peer discussions, and written exercises.…”

Section: Theoretical Framework Employing Ar In Instructionmentioning

confidence: 99%

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen¹,

Wang

2015

J Sci Educ Technol

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Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of ''day, night, and seasons'' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

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Section: Theoretical Framework Employing Ar In Instructionmentioning

confidence: 99%

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Chen¹,

Wang

2015

J Sci Educ Technol

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“…Scientific company surveys are complex processes that include the identification of issues to inspect data collection methods and hypotheses and results for testing data collection methods (Fidan & Tuncel, 2019;Karagozlu, 2018;Sahin & Yilmaz, 2020;C. Wang & Chi, 2012).…”

Section: Reduce Student's Interest In Science Subjectmentioning

confidence: 99%

“…The traditional learning environment can be transformed by using new educational techniques to enable extracurricular activities in the classroom (Karagozlu & Ozdamli, 2017). Augmented Reality (AR) is one of the new technologies used in learning sciences (Fidan & Tuncel, 2019;Sahin & Yilmaz, 2020;Wang & Chi, 2012). Much research has been done on AR, but little on education, especially mathematics and science.…”

Section: Introductionmentioning

confidence: 99%

“…Most are used because they are efficiently used to represent a model that needs to be visualized to look real (Nóbrega & Correia, 2012;Sahin & Yilmaz, 2020;Singhal et al, 2012). Augmented reality is a technology that places virtual information in an actual image to create an 2 nd BASC 2022 2 interactive space where users can explore, interact, and learn at the same time (Wang & Chi, 2012).…”

Section: Introductionmentioning

confidence: 99%

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The Advantages and Applications of Augmented Reality in Science Education

2022

Nusantara Science and Technology Proceedings

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Educational technologies can help students learn more interest and help the student to understand abstract concepts in science to become concrete with visuals in the learning process. The new technology in education is Augmented Reality (AR), which also has an excellent potential to make the learning process more enjoyable, coloring and helping students understand abstract concepts. The use of AR in science education has recently caught the attention of researchers and allowed students to gain real-world experience. Therefore, this study's concept is the paper review about AR research in science education. The review discusses the application in the science subjects, including Physics, Chemistry, and Biology. Also, this paper explains the advantages of AR technology in science education. The review also shows that AR in science education has great potential and benefits for adapting to science education and highlights AR's limitations for future research.

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“…To shed more light on the effect of AR on learners' achievement, Wang and Chi [55] created an AR application to develop learners' comprehension of the earth revolving around the sun. They found that AR improved the learners' achievement and satisfaction with their course, while reducing their anxiety.…”

Section: Augmented Reality (Ar)mentioning

confidence: 99%

Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

Alaulamie¹,

Alshwiah²

2021

ujer

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The main purpose of this study was to investigate pre-service teachers' perceptions of augmented reality (AR) technology and their intention to use it in their future careers. This involved integrating the Technology Acceptance Model (TAM) with part of the Instructional Materials Motivation Survey (IMMS) to examine the learners' perceived ease of use (PEU) and perceived usefulness (PU) of AR, and how this affected their attention (ATT) in learning, and intention to use (ITU) AR in their future careers. An AR application was applied to affix virtual objects to learners' real world over seven weeks of an Educational Technology course. An online quantitative questionnaire was developed and administered to 101 students in a purposive sample. A descriptive correlational research design was adopted in this study. The results indicate that the students' PU for AR and their ATT while using it were significant predictors of their ITU for this technology in future, while PEU was not a significant predictor of ITU. However, the students' PU and PEU were significant predictors of their perception of AR's capacity to sustain their attention (ATT) while learning. The intention of this study was to pave the way to expand TAM by highlighting an intrinsic motivation variable.

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Applying Augmented Reality in Teaching Fundamental Earth Science in Junior High Schools

Cited by 12 publications

References 7 publications

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

The Advantages and Applications of Augmented Reality in Science Education

Perceptions of Augmented Reality (AR): A Motivational Approach to the Technology Acceptance Model (TAM) for Pre-service Teachers

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