Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed.

Original languageEnglish
Pages (from-to)1410-1431
Number of pages22
JournalInternational Journal of Science Education
Volume40
Issue number12
DOIs
Publication statusPublished - 2018 Aug 13

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learning environment
student
learning
action theory
attitude change
interaction
knowledge
performance

Keywords

  • attitude
  • Augmented reality
  • engagement
  • reasoning
  • socio-scientific issue (SSI)

ASJC Scopus subject areas

  • Education

Cite this

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abstract = "In this study we investigated how a newly developed learning environment that integrates mobile augmented reality (AR) technology supported students’ socio-scientific reasoning (SSR). Drawing upon the reasoned action theory, we consider the roles of students’ attitudes toward SSR before learning, and their cognitive and emotional engagement during learning in the students’ actual performance of SSR. The implementation results indicate the impact of the learning environment on students’ scientific knowledge and attitude change. Moreover, we identified a significant path of how the students developed their SSR by the interactions among their attitude toward SSR, and their cognitive and emotional engagement in the mobile AR learning environment. On the other hand, the students’ post-learning attitudes toward SSR were dominated by their pre-learning attitudes. Implications and suggestions are discussed.",
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