A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue

Hsin Yi Chang, Ying-Shao Hsu, Hsin-Kai Wu

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.

Original languageEnglish
Pages (from-to)1148-1161
Number of pages14
JournalInteractive Learning Environments
Volume24
Issue number6
DOIs
Publication statusPublished - 2016 Aug 17

Fingerprint

Augmented reality
Students
simulation
learning
student
nuclear power plant
Group
Nuclear power plants
research planning
learning environment
Pollution
Radiation

Keywords

  • augmented reality
  • simulation
  • socio-scientific issue

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

@article{974e0151b1e74a39b6f022b3768031f8,
title = "A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue",
abstract = "We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.",
keywords = "augmented reality, simulation, socio-scientific issue",
author = "Chang, {Hsin Yi} and Ying-Shao Hsu and Hsin-Kai Wu",
year = "2016",
month = "8",
day = "17",
doi = "10.1080/10494820.2014.961486",
language = "English",
volume = "24",
pages = "1148--1161",
journal = "Interactive Learning Environments",
issn = "1049-4820",
publisher = "Routledge",
number = "6",

}

TY - JOUR

T1 - A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue

AU - Chang, Hsin Yi

AU - Hsu, Ying-Shao

AU - Wu, Hsin-Kai

PY - 2016/8/17

Y1 - 2016/8/17

N2 - We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.

AB - We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.

KW - augmented reality

KW - simulation

KW - socio-scientific issue

UR - http://www.scopus.com/inward/record.url?scp=84908078220&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84908078220&partnerID=8YFLogxK

U2 - 10.1080/10494820.2014.961486

DO - 10.1080/10494820.2014.961486

M3 - Article

AN - SCOPUS:84908078220

VL - 24

SP - 1148

EP - 1161

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 6

ER -