TY - GEN
T1 - Augmented reality laboratory for high school electrochemistry course
AU - Chen, Ming Puu
AU - Liao, Ban Chieh
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2015/9/14
Y1 - 2015/9/14
N2 - The purpose of this study was to investigate the effects of types of augmented reality and guiding strategy on senior high school students' performance and motivation of electrochemistry concepts. The participants were 152 freshmen of senior high school. A 2X2 quasi-experimental design was employed and the independent variables were type of augmented reality (static-AR vs. Dynamic-AR) and type of guiding strategy (procedure-guided vs. Question-guided). Two types of augmented reality were employed, including the static augmented reality and the dynamic augmented reality, and two types of guiding strategies were cooperated, including procedure-guided strategy and question-guided strategy. The dependent variables were learning performance and motivation. The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group, (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group, and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.
AB - The purpose of this study was to investigate the effects of types of augmented reality and guiding strategy on senior high school students' performance and motivation of electrochemistry concepts. The participants were 152 freshmen of senior high school. A 2X2 quasi-experimental design was employed and the independent variables were type of augmented reality (static-AR vs. Dynamic-AR) and type of guiding strategy (procedure-guided vs. Question-guided). Two types of augmented reality were employed, including the static augmented reality and the dynamic augmented reality, and two types of guiding strategies were cooperated, including procedure-guided strategy and question-guided strategy. The dependent variables were learning performance and motivation. The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group, (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group, and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.
KW - Augmented reality
KW - Experiential learning
KW - Gamification
KW - Learning strategies
UR - http://www.scopus.com/inward/record.url?scp=84961695976&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84961695976&partnerID=8YFLogxK
U2 - 10.1109/ICALT.2015.105
DO - 10.1109/ICALT.2015.105
M3 - Conference contribution
AN - SCOPUS:84961695976
T3 - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies: Advanced Technologies for Supporting Open Access to Formal and Informal Learning, ICALT 2015
SP - 132
EP - 136
BT - Proceedings - IEEE 15th International Conference on Advanced Learning Technologies
A2 - Chen, Nian-Shing
A2 - Liu, Tzu-Chien
A2 - Kinshuk, null
A2 - Huang, Ronghuai
A2 - Hwang, Gwo-Jen
A2 - Sampson, Demetrios G.
A2 - Tsai, Chin-Chung
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 15th IEEE International Conference on Advanced Learning Technologies, ICALT 2015
Y2 - 6 July 2015 through 9 July 2015
ER -