Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

Cai, Su; Liu, Enrui; Yang, Yang; Liang, Jyh Chong

doi:10.1111/bjet.12718

Cited by 110 publications

(82 citation statements)

References 43 publications

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“…In separate work, Ibáñez's and Delgado‐Kloos's () meta‐analysis of 28 papers published on STEM between 2010 and 2017 reported a positive influence of AR on students’ conceptual understanding, motivation and engagement. In terms of examples of disciplinary applications, AR has so far been used as an inquiry tool in mathematics probability and statistics (Cai, Liu, Yang, & Liang, ), as well as to simulate radiation in science (Chang, Wu, & Hsu, ), and as part of a multimedia learning environment to support science reading (Lai, Chen, & Lee, ). As for history education, an example of AR is the game Reliving the Revolution , which simulates the Battle of Lexington (Schrier, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Semiotics, memory and augmented reality: History education with learner‐generated augmentation

Lim¹,

Lim²

2020

Brit J Educational Tech

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has an extensive experience in curriculum design, teaching and training in various contexts and designing research interventions around the investigation of new media literacies. Kenneth edited a book titled "Landscapes of participatory making, modding and hacking: maker culture and makerspaces" which was published in 2017, alongside a second title in 2018, namely "a guide to developing digital games for early grade literacy for developing countries" (the latter commissioned by Digital Learning for Development and All Children Reading). Kenneth's work on the Six Learnings framework and Maker Motes helped him posit a theory of learning around the notion of Disciplinary Intuitions; the latter is elaborated on in a book published in 2015 by Springer; the book is indexed by Scopus. Ryan Lim is currently pursuing his undergraduate degree at the National Institute of Education of Singapore and is training to become a future History teacher at the secondary school level. He is passionate about learning from many different academic disciplines and in doing so, hopes to utilize these insights to make the teaching of History more interesting and effective for students. As part of his undergraduate course, Ryan has previously completed research on areas such as perceptions of gender in the classroom amongst trainee teachers in Singapore and anti-opium sentiments in Singapore between 1906 and 1942. AbstractThis study describes an approach to history education which leverages augmented reality (AR). Currently, most learning interventions with AR are designed from the paradigm of an expert-led model of teaching, where the AR artefact is created by a domain expert; under such a paradigm, the learner has limited ownership of the process of artefact production. The project reported in this paper aimed to broaden the application of AR in education, specifically to history education, by exploring the affordances of such technology in mediating student-led learning activities, using an approach known as learner-generated augmentation. The current Singapore Secondary History syllabus adopts an inquiry-based approach. The need to memorize key facts is still an important part in formulating historical arguments. The study involved the design of a learning activity to help students memorize historical information more effectively by building upon the established memory technique of Memory Palace/method of loci. In this activity, students used a free AR mobile application-Just a Line-to sketch out memory palaces of key information from a prose passage. This activity was trialled on studentteachers who are majoring in History at the National Institute of Education, Singapore. After they had sketched their memory palaces in three dimensions, they were interviewed on their experience. Samples of their learning artefacts (their sketches) and analyses of their comments, are reported. No claim is made with respect to the absolute efficacy of the approach, given the limited number of participants in the study. The intent of this paper is inst...

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Section: Review Of Literaturementioning

confidence: 99%

Semiotics, memory and augmented reality: History education with learner‐generated augmentation

Lim¹,

Lim²

2020

Brit J Educational Tech

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“…According to the previous interpretation, the psychological learning traits may influence subjective engrossing experiences in the virtual learning context (Chu, Humer, & Eckhardt, 2019; Huang et al, 2020) and be related to learning perceptions and attitudes (Cai et al, 2019; Dindar & Akbulut, 2015; Hopp et al, 2015). The subjective engrossing experiences such as perceived immersion have also been verified as linking with perceptions of learning benefits and outcomes (Huang et al, 2010, 2016; Makransky & Lilleholt, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…For example, individuals with higher levels of academic and general self‐efficacy showed a stronger tendency to engage in online games (Dindar & Akbulut, 2015) or communication for game playing (Hopp, Barker, & Schmitz Weiss, 2015). For learning mathematics by AR, junior high school students’ self‐efficacy was found to positively associate with their perceptions of learning mathematics (Cai, Liu, Yang, & Liang, 2019). However, the role of individual traits in IVR learning environments was not clear for young students.…”

Section: Introductionmentioning

confidence: 99%

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Cheng

Tsai

2020

Brit J Educational Tech

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“…), which impacts our perception and understanding of space and time. Indeed, numerous study such as [208] have proven that AR increases the learning ability. Earlier to this, more research must be conducted in various demographic, geographic areas.…”

Section: Need To Consider Human At the Center Of Service Design Prmentioning

confidence: 99%

Quality of Experience for Streaming Services: Measurements, Challenges and Insights

et al. 2020

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Over the last few years, the evolution of network and user handsets' technologies, have challenged the telecom industry and the Internet ecosystem. Especially, the unprecedented progress of multimedia streaming services like YouTube, Vimeo and DailyMotion resulted in an impressive demand growth and a significant need of Quality of Service (QoS) (e.g., high data rate, low latency/jitter, etc.). Mainly, numerous difficulties are to be considered while delivering a specific service, such as a strict QoS, human-centric features, massive number of devices, heterogeneous devices and networks, and uncontrollable environments. Thenceforth, the concept of Quality of Experience (QoE) is gaining visibility, and tremendous research efforts have been spent on improving and/or delivering reliable and addedvalue services, at a high user experience. In this paper, we present the importance of QoE in wireless and mobile networks (4G, 5G, and beyond), by providing standard definitions and the most important measurement methods developed. Moreover, we exhibit notable enhancements and controlling approaches proposed by researchers to meet the user expectation in terms of service experience.

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Tablet‐based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self‐efficacy

Cited by 110 publications

References 43 publications

Semiotics, memory and augmented reality: History education with learner‐generated augmentation

Semiotics, memory and augmented reality: History education with learner‐generated augmentation

Students’ motivational beliefs and strategies, perceived immersion and attitudes towards science learning with immersive virtual reality: A partial least squares analysis

Quality of Experience for Streaming Services: Measurements, Challenges and Insights

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