Impact of augmented reality lessons on students’ STEM interest

Ying Shao Hsu, Yuan Hsiang Lin, Beender Yang

Research output: Contribution to journalArticle

28 Citations (Scopus)

Abstract

In this paper, we explore the possibility of embedding augmented reality (AR) in authentic inquiry activities to contextualize students’ exploration of medical surgery, and investigate students’ perceptions of the AR lessons and simulators, and their Science, Technology, Engineering, and Mathematics (STEM) interest. Thirty-two senior high school students participated in the two AR lessons related to medical surgery, “laparoscopic surgery” and “cardiac catheterization.” The results showed that the students had positive perceptions of the AR lessons and simulators (overall mean = 4.1) after completing the two lessons. However, the authenticity of the simulators was perceived as the lowest ranking. In contrast, both the motivation and engagement triggered by the AR lessons were high, with most of the mean scores reaching 4.3. The AR lessons did evoke some students’ STEM interest as the survey results indicated that 12 students considered an STEM major in university. This study provides a possible solution for the alignment of instructional approaches (authentic inquiry), technology design (AR), and learning experience in developing STEM lessons.

Original languageEnglish
Article number2
JournalResearch and Practice in Technology Enhanced Learning
Volume12
Issue number1
DOIs
Publication statusPublished - 2017 Dec 1

Keywords

  • Augmented reality
  • Authentic inquiry
  • STEM
  • STEM education
  • STEM teaching

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Media Technology
  • Management of Technology and Innovation

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