Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum

Hsiao, Hsien Sheng; Chang, Cheng; Lin, Chien Yu; Wang, Yau Zng

doi:10.1080/10494820.2013.834829

Cited by 70 publications

(49 citation statements)

References 31 publications

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“…Students' conceptions of learning could be deemed as a type of learner characteristics. This study hence considered that, since learning science by AR is suggested as a potential instruction for K-12 education (e.g., Liou et al, 2017;Hsiao et al, 2016;Hwang et al, 2016), there is a need to explore students' conceptions of learning science by such a state-of-the-art technology beyond simply understanding their perceptions of technology features .…”

Section: Conceptions Of Learning By Armentioning

confidence: 99%

“…It was also found that, for students' science learning, the image-based AR could support spatial ability, practical skills, and conceptual understanding of science knowledge and the location-based AR could afford inquiry-based scientific activities (Cheng & Tsai, 2013). Recently, empirical studies have addressed the positive effectiveness of learning science by AR on learning motivation or academic achievement (Liou et al, 2017;Hsiao et al, 2016;Hwang et al, 2016). Some studies with regard to AR learning in the field of science have also focused on the evaluation of learners' attitudes or perceived usability (Gopalan et al, 2016;Lin et al, 2015;Tarng et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.

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Section: Conceptions Of Learning By Armentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Cheng

2018

EURASIA J MATH SCI T

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“…In addition, self-directed AR group has more positive emotion than the others do. Hsiao et al [59] compared to AR technology with multimedia tools in inquiry-based learning environment for science education. They developed a manipulative AR system and used it in experimental group and control group used multimedia tools for learning activities.…”

Section: Using Augmented Reality In Secondary Educationmentioning

confidence: 99%

Augmented Reality Trends in Education between 2016 and 2017 Years

Yılmaz¹

2018

State of the Art Virtual Reality and Augmented Reality Knowhow

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“…Formal learning is accepted as contexts in which learning takes place in a planned and structured way, non-formal learning is considered to occur in meaningful contexts, like libraries, zoos, or museums, and informal learning is considered to result from daily life or leisure activities (as cited in Hsiao, Chang, Lin, & Wang, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Use of Augmented Reality in Formal Education: A Scoping Review

Saltan

Arslan²

2016

EURASIA J MATH SCI T

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Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report (Johnson et al., 2016(Johnson et al., , 2015. Furthermore, AR is expected to achieve widespread adoption that will take two to three years in higher education and four to five years in K-12 education (Johnson et al., 2016(Johnson et al., , 2012. If this is the current state of the art for the use of AR in education, it is important to investigate how educators and researchers integrate AR into teaching-learning processes. Looking from such a glimpse, the purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O'Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term 'augmented reality.' Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. Finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students' engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions.

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Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum

Cited by 70 publications

References 31 publications

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Surveying Students’ Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs

Augmented Reality Trends in Education between 2016 and 2017 Years

The Use of Augmented Reality in Formal Education: A Scoping Review

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