In recent years, augmented reality (AR) has enjoyed great popularity in academic research and has been increasingly and widely applied to various areas of teaching and learning. While previous research has found that AR could effectively increase the efficacy and motivation of learning and keep learners’ attention, there has been a dearth of literature that systematically examines the factors contributing to AR’s benefits for learning. The lack of academic attention to the subject has, in turn, undermined the efficacy and quality of AR-enabled pedagogies and learning environments. The present project, staged over three years, seeks to explore the contributing factors of AR-induced learning benefits from the lens of the cognitive model of multimedia learning and establish an Augmented Reality Instruction Design Strategy (ARIDS). Ultimately, based on the ARIDS, the project aims to develop a modular creative toolkit—a set of convenient AR teaching design tools for educators—with a view to ensuring the quality of AR-inspired teaching materials.
|Effective start/end date||2018/08/01 → 2021/07/31|
- Augmented reality
- mobile learning
- Cognitive Theory of Multimedia Learning
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