Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Ibáñez, María-Blanca; Serio, Ángela Di; Villaran-Molina, Diego; Kloos, Carlos Delgado

doi:10.1109/tlt.2015.2445761

Cited by 88 publications

(37 citation statements)

References 47 publications

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“…Regarding the interaction mode of students with the multimedia resources in augmented scale, we identified that the traditional method was the most used, through the use of markers of augmented reality (Image-based, 49 studies), a result that was expected by us, due to the fact that it is the tracking used since the appearance of augmented reality until today, also confirming the results presented by Chang, Wu and Hsu (2013) and Ibanez et al (2016). Another prominent feature in mobile augmented reality approaches found in SLR articles is Location-based (23 studies).…”

Section: Discussionsupporting

confidence: 79%

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

Herpich¹,

Nunes²,

Petri³

et al. 2019

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Mobile Augmented Reality (MAR) approaches have been applied as an instructional strategy in educational contexts. In this respect, it is important to identify how these approaches have been developed and evaluated with the purpose to identify their quality and benefits. The goal of this article is to identify the state-of-the-art on how the MAR has been used for educational purposes. Therefore, we performed a systematic literature review with a sample of 57 articles. Based on the selected studies, we analysed which knowledge areas the MAR approaches are used in the educational contexts. We also analysed how the approaches have been developed, and evaluated. As a result, we identify that the technical requirements used in the development of the MAR approaches are defined based on the expertise of the development team. Most evaluations are carried out without an appropriate scientific rigor in terms of research design. This shows that there is a need to more consistent and uniform patterns in terms of methods for systematically develop and evaluation of MAR approaches. And, thus, obtain valid results that can be used as a basis for a decision on the application of such approaches and/or their continuous improvement for educational purposes.

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Section: Discussionsupporting

confidence: 79%

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

Herpich¹,

Nunes²,

Petri³

et al. 2019

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“…Scaffolding is a strategy recommended in UDL to assist students in the learning task. Scaffolding strategies have been extensively used in AR applications in education (Chen et al, 2016;Ibanez, Di-Serio, Villaran-Molina, & Delgado-Kloos, 2016;Yin, Song, Tabata, Ogata, & Hwang, 2013) and have a positive effect on motivation (Ibanez et al, 2015). The use of scaffolding is consistent with the design principles introduced by Dunleavy (2014).…”

Section: User Interface and Interaction Layer Authentication (Aut) Umentioning

confidence: 79%

Framework for designing motivational augmented reality applications in vocational education and training

Bacca‐Acosta

Navarro

Gesa

et al. 2019

AJET

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One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.

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“…The study suggested that the cognitive load reduction should come from the development and scaffolding of adequate background knowledge related to models, modeling, and scientific content (Waight & Gillmeister, ). Another recent study that compared the performance and behavior of students learning basic principles of electricity using Augmented Reality Simulation Systems with and without scaffolding support also confirmed that students with scaffolding support showed greater learning achievement than those without such support (Ibanez, Di‐Serio, Villaran‐Molina, & Delgado‐Kloos, ).…”

Section: Interpretation and Discussionmentioning

confidence: 76%

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

Luo¹,

Smith²,

Whalley³

et al. 2018

Brit J Educational Tech

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This paper presents results from a randomized experimental design replicated over four semesters that compared students' performance in understanding landform evolution processes as measured by the pretest to posttest score growth between two treatment methods: an online interactive simulation tool and a paper-based exercise. While both methods were shown to be effective at enhancing students' learning of the landform concepts and processes, there was no statistically significant difference in score growth between the two instructional methods. However, the attitudinal survey indicated that students consistently favored the simulation approach over the paper-based exercise. With the simulation method, female students showed greater score growth than males, especially for test items requiring higher level thinking. This indicates that the visually rich interactive simulation tool may be integrated to better support female students' learning in geoscience. Science major students generally outperformed non-science major students in terms of score growth, which suggests that background knowledge played an important role in realizing the potential of computer modeling in enhancing students' learning. Sufficient scaffolding is necessary to maximize the effect of interactive earth surface modeling in geoscience education.Earth surface modeling for education 1463 RQ4: Are the findings from the preliminary study upheld with a larger sample collected over repeated experiments, and across multiple semesters? Description of WILSIM-GCWILSIM-GC is an accessible, interactive environment for students to engage in scientific inquiry and to enhance students' understanding of the processes involved in landform evolution through meaningful manipulation of parameters for different scenarios (Luo et al., 2016). A screenshot of the model is shown in Figure 1. More details about the model can be found at the project website: https://serc.carleton.edu/landform/.

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Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns

Cited by 88 publications

References 47 publications

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

How Mobile Augmented Reality Is Applied in Education? A Systematic Literature Review

Framework for designing motivational augmented reality applications in vocational education and training

Earth surface modeling for education: How effective is it? Four semesters of classroom tests with WILSIM‐GC

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