Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments

Chen, Yu-Hsuan; Wang, Chang Hwa

doi:10.1080/10494820.2017.1399148

Cited by 32 publications

(22 citation statements)

References 31 publications

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“…GBL has been receiving increasingly more academic attention in recent years (Guo et al, 2017;Zou, 2020). The effects of GBL have been extensively experimented in higher education and reported to be overall positive on prompting learner motivation, raising the sense of control over learning and enhancing learning performance and perceptions (e.g., Chen & Wang, 2018;Troussas et al, 2020;Yukselturk et al, 2018). Moreover, by providing a playful learning environment, educational games may lead students to enjoy learning, feel comfortable with multiples challenges during the process and overcome these challenges with concentration, confidence and patience (Romero et al, 2017), which are essential for higher education in developing lifelong learners (Liu et al, 2020;Sharples, 2000).…”

Section: Literature Review Gblmentioning

confidence: 99%

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Zou

Zhang²,

Xie

et al. 2021

AJET

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Information literacy (IL) is important for university students. In this research, we developed a digital role-playing game to enhance students’ learning of IL and investigated the effects of gameplay modes on their learning performance, motivation, self-efficacy and flow experiences. A total of 90 students participated in the study and played the game in collaborative, competitive and solo modes. Their IL knowledge was measured through a post-test after they completed the game and associated exercises. Their motivation, self-efficacy and flow experiences were evaluated through a questionnaire survey. The results indicated statistically significant effects of the gameplay modes on the students’ learning performance, motivation, self-efficacy and flow experiences. The solo mode was inferior to the other two in all four aspects. The collaborative mode significantly outperformed the competitive mode in terms of enhancing learning performance and flow experience, while the competitive mode was significantly better in terms of promoting self-efficacy. These two modes were similarly effective in the dimension of motivation. Based on the results, we suggest that students play games in the collaborative or competitive modes when conditions permit. We also advise teachers to provide students with rich opportunities for discussion, collaboration and interaction and believe that an appropriate competitive atmosphere is important.

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Section: Literature Review Gblmentioning

confidence: 99%

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Zou

Zhang²,

Xie

et al. 2021

AJET

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“…Habitualmente, la inclusión de la RA en los centros educativos va asociada a una presencia física, social y temporal del alumnado en las actividades didácticas (Chen & Wang, 2018). La relación entre las variables presencia y rendimiento de aprendizaje es significativa.…”

Section: Influencia Del Uso De La Realidad Aumentada En El Rendimientunclassified

“…RIITE, Núm. 9 (2020), 1-16 Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria ~ 11 ~ Sin embargo, aún es necesaria una mayor investigación de la utilidad pedagógica de la RA desde una perspectiva psicológica y pedagógica (Chen & Wang, 2018). Es de suma importancia considerar las características específicas del alumnado (Ibáñez & Delgado-Kloos, 2018) como la edad, la duración de la intervención y el entorno de aprendizaje físico como variables a estudiar, y para evaluar los resultados de aprendizaje.…”

Section: Influencia Del Uso De La Realidad Aumentada En El Rendimientunclassified

Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria

Pérez

Cortijo

2020

RIITE

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La realidad aumentada (RA), con su capacidad para tender puentes entre lo real y lo virtual, abre nuevas oportunidades para construir atractivos entornos de aprendizaje en el actual contexto de crisis a consecuencia de la COVID-19. La RA se considera como uno de los medios pedagógicos para promover la calidad de la enseñanza en las próximas generaciones y es, por ello, que en este artículo se presenta una revisión sistemática de literatura de cómo se está implementando la RA en los centros de primaria para el aprendizaje de las ciencias naturales. Se han analizado en profundidad dieciocho artículos de revistas, todos ellos indexados en Web of Science y que han sido publicados en los últimos cinco años. El propósito de esta investigación ha sido conocer cómo influye el uso de la RA en la motivación, rendimiento académico y en la carga cognitiva del alumnado que estudia ciencias en primaria y con esta tecnología. También, se analizan los recursos de RA para la educación científica más citados en las investigaciones consultadas. Los resultados han mostrado que la RA mejora significativamente la motivación y rendimiento académico del alumnado durante su utilización. Con respecto a la carga cognitiva, se ha demostrado que la inclusión de la RA en la educación científica no conlleva una mayor carga mental para el alumnado. Algunos de los materiales basados en la RA que emergen del análisis de esta selección son las aplicaciones de exploración (libros aumentados, marcadores de RA y puntos de interés para activar la información digital), las herramientas de simulación y los juegos. Augmented reality (AR), with its ability to bridge the real and the virtual, opens new opportunities to build attractive learning contexts in the current context of crisis as a result of COVID-19. AR is seen as one of the pedagogical means of promoting the quality of teaching in the coming generations and is therefore that this article presents a systematic literature review of how AR is being implemented in primary schools for science learning. The eighteen selected journal articles, indexed in Web of Science and covering the last five years, have been analysed in depth. The purpose has been to know how the use of AR influences the motivation, academic performance and cognitive burden of students in the study of science. It also analyses the AR resources for scientific education most cited in the research with which they have been worked. The results have shown that AR significantly improves students' motivation and academic performance during use. About cognitive burden, it has been shown that the inclusion of AR in scientific education does not carry a greater mental burden for students. Some of the AR materials emerging from the analysis of this selection are exploration applications (augmented books, AR markers, and points of interest to activate digital information), simulation tools, and games.

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“…Researchers state that AR is an effective combination of a constructivist and visualization learning activities and that AR in replace to simulation gains learners' involvement, beliefs in augmented media they see, values of a real context encountered with. AR serve as effective resources for immersive contextualization [20] [21]. The stronger perception of the learners on the augmented media to be real along with their presences in the environment, resulting a more beneficial to the learning outcomes [21].…”

Section: Literature Reviewmentioning

confidence: 99%

Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

Na-Songkhla

Chanjaradwichai

Chiasiriphan

2019

Int. J. Emerg. Technol. Learn.

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This study demonstrates a supplementary classroom technology using an Augmented Reality (AR) application to enhance students in learning Genetics at Junior High School in Thailand. The tool provides visual cards of concepts about Genetics with multiple AR markers (cards). An interactive experience provides students a multiple-choice format to respond to different cases (questions). Using a purposive sampling technique, sixty students from the 9th grade compared and selected AR markers to generate an animated two-dimensional graphic with sound feedback. In addition, the students’ learning scores were compared among the groups of different analytical thinking abilities who used single and multiple AR markers. The results found the potential of using Augmented Reality (AR) in supporting students’ learning especially in improving analytical thinking ability.

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Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments

Cited by 32 publications

References 31 publications

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Digital game-based learning of information literacy: Effects of gameplay modes on university students’ learning performance, motivation, self-efficacy and flow experiences

Implicaciones pedagógicas de la realidad aumentada para la mejora de la enseñanza de las ciencias en primaria

Implementing Multiple AR Markers in Learning Science Content with Junior High School Students in Thailand

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