TY - GEN
T1 - Cooperative learning by location-based augmented reality for an inquiry learning course
AU - Chiang, Tosti H.C.
AU - Yang, Stephen J.H.
AU - Huang, Chester J.H.
AU - Su, Addison Y.S.
N1 - Publisher Copyright:
© 2014 IEEE.
PY - 2014/12/11
Y1 - 2014/12/11
N2 - Inquiry learning has been developed for years and many countries have incorporated inquiry learning into the scope of K-12 education. The knowledge-sharing process of inquiry learning tends to be complex. Therefore, we propose using location-based augmented reality (AR) to immerse students in the inquiry learning process. Mobile devices were used to immediately record and observe objects and enable learners to communicate with each other and engage in discussions, which raises their level of knowledge. The process of inquiry learning entails five steps: asking a question, attempting to answer the question, stimulating creative concepts, multiple people discussing the topic, and lastly, reaching a conclusion based on discourse and discovering an in-depth question from the conclusion, resulting in a new inquiry cycle. Therefore, to better understand learner behaviours in online knowledge-sharing discussions using location-based AR, we used an interaction analysis model to explore knowledge discussion behaviours among multiple participants to understand whether location-based AR helps students achieve higher phases of knowledge construction.
AB - Inquiry learning has been developed for years and many countries have incorporated inquiry learning into the scope of K-12 education. The knowledge-sharing process of inquiry learning tends to be complex. Therefore, we propose using location-based augmented reality (AR) to immerse students in the inquiry learning process. Mobile devices were used to immediately record and observe objects and enable learners to communicate with each other and engage in discussions, which raises their level of knowledge. The process of inquiry learning entails five steps: asking a question, attempting to answer the question, stimulating creative concepts, multiple people discussing the topic, and lastly, reaching a conclusion based on discourse and discovering an in-depth question from the conclusion, resulting in a new inquiry cycle. Therefore, to better understand learner behaviours in online knowledge-sharing discussions using location-based AR, we used an interaction analysis model to explore knowledge discussion behaviours among multiple participants to understand whether location-based AR helps students achieve higher phases of knowledge construction.
KW - Augmented reality
KW - Cooperative learning
KW - Inquiry learning
UR - http://www.scopus.com/inward/record.url?scp=84921060791&partnerID=8YFLogxK
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U2 - 10.1109/EITT.2014.20
DO - 10.1109/EITT.2014.20
M3 - Conference contribution
AN - SCOPUS:84921060791
T3 - Proceedings - 2014 International Conference of Educational Innovation Through Technology, EITT 2014
SP - 75
EP - 78
BT - Proceedings - 2014 International Conference of Educational Innovation Through Technology, EITT 2014
A2 - Han, Xibin
A2 - Wang, Yuping
A2 - Cheng, Jiangang
A2 - Johnson, Greer Cavallaro
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 3rd International Conference of Educational Innovation Through Technology, EITT 2014
Y2 - 27 October 2014 through 29 October 2014
ER -