The Application and Evaluation of Augmented Reality-Integrated E-books in Living Technology Education

The aim of this study was to develop a multimedia e-book and augmented reality learning materials to assist 10th grade students in learning basic woodworking knowledge and related operations in their living technologies course. For the purpose of achieving personalized learning, the learning effectiveness, motivation, and cognitive loads of the students with different learning styles were also evaluated. In other words, the aim of the study was to find what kind of students gained greater benefits when using the system to support their living technology learning. The results showed that the participants with both active and reflective learning styles made significant learning progress in their academic knowledge and had good performance in the hands-on activities. The cognitive loads of participants with different learning styles were explored, and it was found that the mental effort of the students with different learning styles were similarly low; however, the mental load of students with an active learning style was significantly lower than that of students with a reflective learning style. In sum, the tenth grade students using the multimedia e-book and augmented reality learning materials for learning both academic knowledge and the practical implementation of living technology had good performance overall, but the active learning style students perceived lower intrinsic cognitive load in comparison with the reflective learning style students.