The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development

Lo, Jung-Hua; Lai, Yu-Fan; Hsu, Tzu-Lun

doi:10.3390/su13116283

Cited by 45 publications

(31 citation statements)

References 33 publications

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“…That is, older students tended to think that AR applications were not very useful. It was hypothesized by the authors that the older the students were, the harder it was for them to follow the teacher's instructions, or the more difficult for them to learn [56]. Shin (ID55) found that the learners did not enjoy the experience of desktop VR, because it did not generate a strong sense of immersion [57].…”

Section: Affective Goalsmentioning

confidence: 99%

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Zhang

Wang

2021

Sustainability

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Effective teaching of science requires not only a broad spectrum of knowledge, but also the ability to attract students’ attention and stimulate their learning interest. Since the beginning of 21st century, VR/AR have been increasingly used in education to promote student learning and improve their motivation. This paper presents the results of a systematic review of 61 empirical studies that used VR/AR to improve K-12 science teaching or learning. Major findings included that there has been a growing number of research projects on VR/AR integration in K-12 science education, but studies pinpointed the technical affordances rather than the deep integration of AR/VR with science subject content. Also, while inquiry-based learning was most frequently adopted in reviewed studies, students were mainly guided to acquire scientific knowledge, instead of cultivating more advanced cognitive skills, such as critical thinking. Moreover, there were more low-end technologies used than high-end ones, demanding more affordable yet advanced solutions. Finally, the use of theoretical framework was not only diverse but also inconsistent, indicating a need to ground VR/AR-based science instruction upon solid theoretical paradigms that cater to this particular context.

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Section: Affective Goalsmentioning

confidence: 99%

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Zhang

Wang

2021

Sustainability

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“…Spatial visualization can reduce students' cognitive load while working on assignments. One of the new technologies that can visualize learning is Augmented Reality, a new technology that is easy to use and relevant to adapt (Anuar et al, 2021;Lo et al, 2021). One of the learning media trends that have become a concern in education is media with Augmented Reality (AR) technology (Hincapie et al, 2021;Yavuz et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

E-Magazine Based on Augmented Reality Digestive as Digital Learning Media for Learning Interest

Zulfarina

Syafii

Putri

2021

j.of education technology

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The obstacle faced in the learning process so far is the low interest in student learning. Many factors affect interest in learning, one of which is the lack of variety of teaching materials or learning media used by teachers in schools. The use of augmented reality (AR) in education is an important topic of research although its use is still in its infancy. The purpose of this research is to develop learning media, AR-based e-magazine to increase students' interest in learning high school students, on the material of the digestive system. The development of the e-magazine is carried out using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. The parameters in this study are the quality of the e-magazine and interest in learning. Testing interest in learning is done using an interest questionnaire given to students for the control class consisting of 36 students and the experimental class consisting of 36 students. The results of the development of AR-based e-magazines are relatively good. This can be seen from the validation results with a very valid category. Based on the didactic aspect, a score of 3.82 was obtained in the very valid category, the constructive aspect was 3.85 in the very valid category and the technical aspect was 3.78 in the very valid category. The results showed that the use of AR-based e-magazines increased interest in learning. Interest in learning obtained a score of 0.342 in the high category. Thus, it can be concluded that the use of AR-based e-magazines as digital learning media can be used in the learning process.

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“…One of the important factors that could support the success of the science learning process in elementary schools is the selection of learning approaches (Century et al, 2020;Huang et al, 2020). By the presence of appropriate learning approach, especially in science learning, it would be able to optimize learning outcomes because approach applied by teachers to the learning process is one of the external factors that could affect students' learning outcomes (Kumala et al, 2020;Lo et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach

Widiastuti

Purnawijaya

2021

IJERR

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Science learning packaging still focuses on conventional learning. This causes students to feel bored in learning and have difficulty understanding the material taught by the teacher. This problem affects the students' low science learning outcomes. This study aims to analyze the significant differences in science learning outcomes for groups of students who are taught through the application of the SETS approach and students who are taught through conventional learning. This type of research is a quasi-experimental research design with nonequivalent control group design. The population and sample in this study were all students in grades IIIa and IIIb, totaling 61 people. The data collection technique in this research is a test. The technique used to analyze the data is using t-test statistical analysis. The results showed that there was a significant difference in science learning outcomes between the experimental and control groups as seen from the value of tcount = 5.862 > ttable = 2,000. Based on the results of the study, it can be concluded that the SETS approach has an effect on students' science learning outcomes. This research implies that the SETS approach can assist teachers in developing the learning process.

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The Study of AR-Based Learning for Natural Science Inquiry Activities in Taiwan’s Elementary School from the Perspective of Sustainable Development

Cited by 45 publications

References 33 publications

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review

E-Magazine Based on Augmented Reality Digestive as Digital Learning Media for Learning Interest

Improving Science Learning Outcomes Through the SETS (Science Environment Technology And Society) Approach

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