Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes

Cai, Su; Liu, Enrui; Shen, Yang; Liu, Changhao; Li, Shuhui; Shen, Yihua

doi:10.1080/10494820.2019.1696839

Cited by 96 publications

(71 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As one student mentioned, AR increased his class commitment and learning interest by making the abstract concept concrete for him. This is similar to the study by Cai et al (2020), who found that students felt AR could help them understand abstract concepts better. The results of the interview also support the survey findings.…”

Section: Discussionsupporting

confidence: 90%

The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load

Liu

Chen

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

While the use of experiments is important for developing students' scientific knowledge and skills, challenges may arise when teachers and students are conducting experiments in class, such as non‐reusable experimental resources, safety issues and difficulties simulating some specific effects. Augmented reality (AR) technology affords an alternative approach to conducting experiments by bringing students a virtual–real mixed learning environment. In this study, taking junior high school physics knowledge on the magnetic field as an example, we designed and developed an AR‐based mobile simulated experiment tool. This study investigates the effect of the AR‐based experiment on students' knowledge improvement and cognitive load compared with 3D and traditional experiments. A sample of 122 ninth‐grade students was randomly chosen and assigned to three groups (AR, 3D and Traditional). The results demonstrate that students in the AR group performed better than those in the 3D and Traditional groups in terms of their knowledge improvement. The AR group students also experienced the lowest cognitive load among the three groups. Moreover, students had positive perceptions about AR and 3D tools. The implications of this study are discussed.

show abstract

Section: Discussionsupporting

confidence: 90%

The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load

Liu

Chen

et al. 2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…[A8] Neste trabalho, [Cai 2019] analisa o uso de três aplicativos para celular baseados em realidade aumentada em uma série de aulas de probabilidade em uma turma de Ensino Fundamental de uma escola chinesa, bem como as atitudes dos participantes na interação com os aplicativos. Os estudantes, cujas idades variavam entre 13 e 15 anos, foram divididos em um grupo experimental, no qual os participantes utilizaram os aplicativos, e um grupo controle, no qual foram empregadas atividades tradicionais.…”

Section: Resultsunclassified

A Realidade Aumentada em Situações de Aprendizagem na Educação Básica: Uma Revisão de Literatura

Rezende¹,

Gonçalves²,

Junior³

et al. 2021

Anais Do II Workshop Sobre as Implicações Da Computação Na Sociedade (WICS 2021)

View full text Add to dashboard Cite

Os avanços tecnológicos estão cada vez mais presentes em diversos espaços sociais, entre eles o escolar. Neste trabalho, discutimos as potencialidades de recursos tecnológicos nos processos de ensino e aprendizagem e, mais especificamente, realizamos uma revisão de literatura com o objetivo de identificar como situações de aprendizagem envolvendo realidade aumentada na Educação Básica vêm sendo abordadas em produções científicas nos últimos dez anos. Os resultados apontam uma série de possibilidades envolvendo uso de tecnologias como smartphones, tablets e aplicativos específicos, especialmente no desenvolvimento de jogos baseados em localização e aprendizagem baseada em investigação.

show abstract

“…As for its use in the Primary Education stage, there is a great number of studies that have been conducted that indicate the potential of these resources in the teaching-learning processes of the student body (De Pedro & Martínez, 2012;Kerawalla et al, 2006;Solano et al, 2012). Not only does this allow for the development of collaborative learning dynamics through the design of resources based on this tool, in which the students of the school as well as the teachers can intervene (Alhumaidan et al, 2015;Matcha & Rambli, 2013), but it also facilitates its use in the learning of contents from different areas of knowledge, such as Mathematics, Language Sciences, Social Sciences, Natural Sciences and Foreign Languages, bringing in the possibility of providing more meaningful learning (Cai et al, 2019;Persefoni & Tsniakos, 2015;Salvador et al, 2013;Stoyanova et al, 2015). In addition, Augmented Reality can be combined with didactic videogames, so that the learning dynamic is enriched with interactive environments, on the one hand, and with elements of play from videogames, on the other (Koutromanos & Stylianas, 2015;Lu & Lui, 2015).…”

Section: Augmented Reality In the Education Spherementioning

confidence: 99%

Realidad Aumentada del Conocimiento del Medio Ambiente Social en el salón de clases de Primaria

Marín-Díaz

Requena

González

2020

recie

View full text Add to dashboard Cite

The increased use of information and communication technologies is now a reality that cannot be ignored. The portals, blogs, videos, etc., that we can find on the internet about positive experiences of their use show that the teacher-mediated use of them can turn the curriculum into something that is more attractive to students. Therefore, subjects such as Mathematics, which have a significant degree of complexity for some students, can become appealing and “simple”. One of the so-called emergent technologies, which day by day has become more evident, is Augmented Reality. Saddled between virtual reality and scenic realism, its addition to classroom methodologies implies the possibility of experiencing the content first-hand. In this article, we present the results of a teaching innovation experiment conducted with Primary School students in Spain. Through the “Augment” program, the specific content named “The machines” was developed. This content corresponded to the school subject of Sciences. The starting hypothesis consisted on the use of Augmented Reality for the consolidation of content explained in the traditional manner. Afterwards, the students evaluated the experience developed. The main result obtained is the positive scoring of the tool by the students. Thus, we can conclude, plausibly, that its use in the classroom facilitates the learning of complex content.

show abstract

Probability learning in mathematics using augmented reality: impact on student’s learning gains and attitudes

Cited by 96 publications

References 30 publications

The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load

The effects of an augmented reality based magnetic experimental tool on students' knowledge improvement and cognitive load

A Realidade Aumentada em Situações de Aprendizagem na Educação Básica: Uma Revisão de Literatura

Realidad Aumentada del Conocimiento del Medio Ambiente Social en el salón de clases de Primaria

Contact Info

Product

Resources

About