How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum

Yoon, Susan A.; Anderson, Emma; Park, Mi-Young; Elinich, Karen; Lin, Joyce

doi:10.1080/02635143.2017.1386645

Cited by 46 publications

(24 citation statements)

References 26 publications

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“…In these different sub-fields, AR tends to play different roles. For example, in the area of Physical Sciences, AR is used to support some unavailable experiments, such as microscopic particles and the magnetic field [15][16][17][18]. In the Life Sciences, multiple articles investigate the effects of using AR to guide students to explore a real outdoor space with AR-generated clues [10,12,19].…”

Section: Literature Review 21 Ar Experimental Environment Of Primary ...mentioning

confidence: 99%

“…When it comes to Earth and Space Sciences, AR assists students to record and analyze their long-term observations of phenomena [13,14]. In addition, these studies consider many supportive strategies suitable for AR teaching, including text reminders [20], collaborative scaffolds [15], repertory grids [21], and concept maps [11].…”

Section: Literature Review 21 Ar Experimental Environment Of Primary ...mentioning

confidence: 99%

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AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

et al. 2021

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This study constructed the EIA (Experience–Inquiry–Application) model to evaluate its extent on promoting scientific inquiry activities under an AR learning environment in an upper primary science course setting. Two hundred and nine fifth-grade Chinese students were randomly assigned to one of the three conditions, as a quasi-experiment was conducted to investigate how the EIA model and the AR learning environment influence students’ science learning. Both quantitative and qualitative data were collected. Quantitative data suggest that students who participated in the EIA model under the AR setting performed the best; it also gives evidence to support that both the EIA model and the AR environment has significant positive effects on students’ performance in science learning. Qualitative data, in the form of a semi-structured interview with teachers and students, reveal that AR is able to be used for experiments that were originally deemed impossible, and it inspires students’ motivation for knowledge acquisition. Moreover, the EIA model empowers students in small-group collaboration, and is a good pedagogical tool to summarize units. EIA and AR form a bond of theory and technology and it strengthens students in manifold ways when it is deeply interwoven.

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Section: Literature Review 21 Ar Experimental Environment Of Primary ...mentioning

confidence: 99%

Section: Literature Review 21 Ar Experimental Environment Of Primary ...mentioning

confidence: 99%

AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

et al. 2021

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“…In light of these results, it is understood that the use of AR applications in science lessons facilitates the perceived learning of students and positively affects their learning. Similarly, studies in literature support these results (Bursali & Yilmaz, 2020; Cai et al, 2017; C. H. Chen et al, 2016; K. H. Cheng & Tsai, 2013; Chiang et al, 2014; Ferrer‐Torregrosa et al, 2015; Kaufmann & Schmalstieg, 2003; Ozdamli & Karagozlu, 2018; Wan et al, 2018; Yoon et al, 2018).…”

Section: Discussionmentioning

confidence: 68%

“…In the light of findings, it can be said that AR applications have a positive effect on learning due to the above‐mentioned characteristics of AR. In conclusion, many experimental studies in the literature revealed that AR applications have a positive effect on learning (Arici et al, 2019; Cai et al, 2017; K. H. Cheng & Tsai, 2013; Chiang et al, 2014; Wan et al, 2018; Yoon et al, 2018). Although there is a limited number of qualitative studies on teachers' opinions are taken (Arici et al, 2019), in a qualitative study (Ozdamli & Karagozlu, 2018), it is stated that AR applications have a positive effect on learning.…”

Section: Discussionmentioning

confidence: 93%

Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

Arici

Yılmaz

2021

Human Behav and Emerg Tech

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Using augmented reality (AR) in science education is one of the popular topics that have been researched in recent years. However, more qualitative studies are needed as the contributions of using AR in science education to the learning experience and knowledge construction can be better understood through qualitative research. Therefore, it is important to examine the opinions of teachers and students using AR on their experiences. This study aims to reveal their views on AR technology in terms of their perceived learning, interest, attitude, and experience. A case study design was employed. The research was conducted with 40 students in 5th, 6th, 7th, and 8th grades in a secondary school and 10 science teachers. In the research, the SPACE 4D application was used for 3 weeks within the scope of “Sun, Earth, and Moon”, “Solar System and Eclipses,” and “Solar System and Beyond” subjects. The interviews were held with all participants after the 12‐h lesson. Students stated that AR increases their interest and motivation, facilitates learning, and prevents boredom. In addition, teachers stated that AR increases attention, the permanence of knowledge and curiosity, as well as concretizes the abstract concepts and is useful. In this regard, this technology can be used in science lessons to motivate students to the lesson, to help students overcome their prejudices, to change students' attitudes, and to provide more effective results.

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“…We chose the three articles because their AR visuals represented three types of augmentations according to Yoon et al’s (2018) categories. On a continuum from dynamic to static, “Syria” and “Olympics” had the most dynamic and “Thai” had the least dynamic augmentations.…”

Section: Methods Data and Measuresmentioning

confidence: 99%

Examining augmented reality in journalism: Presence, knowledge gain, and perceived visual authenticity

Aitamurto

Aymerich-Franch

Saldivar

et al. 2020

New Media & Society

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This article examines the impact of augmented reality (AR) visualizations on users’ sense of physical presence, knowledge gain, and perceptions of the authenticity of journalistic visuals. In a mixed experimental design, 79 participants were randomly assigned to view three The New York Times articles on a mobile phone featuring one of three viewing modalities: (1) AR visualizations, (2) interactive (non-AR) visualizations, or (3) non-interactive, static visualizations. AR induced a greater sense of physical presence compared to the other modalities. The findings suggest that immersive properties of AR can contribute to journalism’s goal of engaging the audience. However, AR was not a superior medium for informing the participants, and the viewing modality did not have an effect on the perceived authenticity of the visuals. The findings indicate a need for more efficient ways to relay information through journalistic AR visualizations while keeping the user engaged in an immersive experience.

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How augmented reality, textual, and collaborative scaffolds work synergistically to improve learning in a science museum

Cited by 46 publications

References 26 publications

AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

Affordances of augmented reality technology for science education: Views of secondary school students and science teachers

Examining augmented reality in journalism: Presence, knowledge gain, and perceived visual authenticity

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