The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles

Jia Zhang, Amy Ogan, Tzu Chien Liu, Yao Ting Sung, Kuo En Chang

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

It has been shown in numerous studies that the application of Augmented Reality (AR) to teaching and learning is beneficial, but determining the reasons behind its effectiveness, and in particular the characteristics of students for whom an AR is best suited, can bring forth new opportunities to integrate adaptive instruction and AR in the future. Through a quasi-experimental research design, our study recruited 66 participants in an 8-week long AR-assisted learning activity, and lag sequential analysis was used to analyze participants' behavior in an AR learning environment. We found that AR was more effective in enhancing the learning gains in elementary school science of learners who prefer a Kinesthetic approach to learning. We hypothesize that these effects are due to the increase in opportunity for hands-on activities, effectively increasing learners' concentration and passion for learning.

Original languageEnglish
Title of host publicationProceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016
EditorsWolfgang Broll, Hideo Saito, J. Edward Swan, Wolfgang Broll
PublisherInstitute of Electrical and Electronics Engineers Inc.
Pages107-114
Number of pages8
ISBN (Electronic)9781509036417
DOIs
Publication statusPublished - 2016 Dec 12
Event15th IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016 - Merida, Yucatan, Mexico
Duration: 2016 Sep 192016 Sep 23

Publication series

NameProceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016

Other

Other15th IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016
CountryMexico
CityMerida, Yucatan
Period16/9/1916/9/23

Fingerprint

Learning Styles
Textbooks
Augmented reality
Augmented Reality
Sequential Analysis
Learning Environment
Influence
Teaching
Integrate
Learning
Students

Keywords

  • Augmented Reality
  • Computer-assisted instruction
  • K-12 education

ASJC Scopus subject areas

  • Computer Science Applications
  • Computer Graphics and Computer-Aided Design
  • Modelling and Simulation

Cite this

Zhang, J., Ogan, A., Liu, T. C., Sung, Y. T., & Chang, K. E. (2016). The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles. In W. Broll, H. Saito, J. E. Swan, & W. Broll (Eds.), Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016 (pp. 107-114). [7781773] (Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/ISMAR.2016.26

The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles. / Zhang, Jia; Ogan, Amy; Liu, Tzu Chien; Sung, Yao Ting; Chang, Kuo En.

Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016. ed. / Wolfgang Broll; Hideo Saito; J. Edward Swan; Wolfgang Broll. Institute of Electrical and Electronics Engineers Inc., 2016. p. 107-114 7781773 (Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Zhang, J, Ogan, A, Liu, TC, Sung, YT & Chang, KE 2016, The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles. in W Broll, H Saito, JE Swan & W Broll (eds), Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016., 7781773, Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016, Institute of Electrical and Electronics Engineers Inc., pp. 107-114, 15th IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016, Merida, Yucatan, Mexico, 16/9/19. https://doi.org/10.1109/ISMAR.2016.26
Zhang J, Ogan A, Liu TC, Sung YT, Chang KE. The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles. In Broll W, Saito H, Swan JE, Broll W, editors, Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016. Institute of Electrical and Electronics Engineers Inc. 2016. p. 107-114. 7781773. (Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016). https://doi.org/10.1109/ISMAR.2016.26
Zhang, Jia ; Ogan, Amy ; Liu, Tzu Chien ; Sung, Yao Ting ; Chang, Kuo En. / The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles. Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016. editor / Wolfgang Broll ; Hideo Saito ; J. Edward Swan ; Wolfgang Broll. Institute of Electrical and Electronics Engineers Inc., 2016. pp. 107-114 (Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016).
@inproceedings{662f05baf4b04697be828d3620d61d29,
title = "The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles",
abstract = "It has been shown in numerous studies that the application of Augmented Reality (AR) to teaching and learning is beneficial, but determining the reasons behind its effectiveness, and in particular the characteristics of students for whom an AR is best suited, can bring forth new opportunities to integrate adaptive instruction and AR in the future. Through a quasi-experimental research design, our study recruited 66 participants in an 8-week long AR-assisted learning activity, and lag sequential analysis was used to analyze participants' behavior in an AR learning environment. We found that AR was more effective in enhancing the learning gains in elementary school science of learners who prefer a Kinesthetic approach to learning. We hypothesize that these effects are due to the increase in opportunity for hands-on activities, effectively increasing learners' concentration and passion for learning.",
keywords = "Augmented Reality, Computer-assisted instruction, K-12 education",
author = "Jia Zhang and Amy Ogan and Liu, {Tzu Chien} and Sung, {Yao Ting} and Chang, {Kuo En}",
year = "2016",
month = "12",
day = "12",
doi = "10.1109/ISMAR.2016.26",
language = "English",
series = "Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
pages = "107--114",
editor = "Wolfgang Broll and Hideo Saito and Swan, {J. Edward} and Wolfgang Broll",
booktitle = "Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016",

}

TY - GEN

T1 - The Influence of using Augmented Reality on Textbook Support for Learners of Different Learning Styles

AU - Zhang, Jia

AU - Ogan, Amy

AU - Liu, Tzu Chien

AU - Sung, Yao Ting

AU - Chang, Kuo En

PY - 2016/12/12

Y1 - 2016/12/12

N2 - It has been shown in numerous studies that the application of Augmented Reality (AR) to teaching and learning is beneficial, but determining the reasons behind its effectiveness, and in particular the characteristics of students for whom an AR is best suited, can bring forth new opportunities to integrate adaptive instruction and AR in the future. Through a quasi-experimental research design, our study recruited 66 participants in an 8-week long AR-assisted learning activity, and lag sequential analysis was used to analyze participants' behavior in an AR learning environment. We found that AR was more effective in enhancing the learning gains in elementary school science of learners who prefer a Kinesthetic approach to learning. We hypothesize that these effects are due to the increase in opportunity for hands-on activities, effectively increasing learners' concentration and passion for learning.

AB - It has been shown in numerous studies that the application of Augmented Reality (AR) to teaching and learning is beneficial, but determining the reasons behind its effectiveness, and in particular the characteristics of students for whom an AR is best suited, can bring forth new opportunities to integrate adaptive instruction and AR in the future. Through a quasi-experimental research design, our study recruited 66 participants in an 8-week long AR-assisted learning activity, and lag sequential analysis was used to analyze participants' behavior in an AR learning environment. We found that AR was more effective in enhancing the learning gains in elementary school science of learners who prefer a Kinesthetic approach to learning. We hypothesize that these effects are due to the increase in opportunity for hands-on activities, effectively increasing learners' concentration and passion for learning.

KW - Augmented Reality

KW - Computer-assisted instruction

KW - K-12 education

UR - http://www.scopus.com/inward/record.url?scp=85010382971&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85010382971&partnerID=8YFLogxK

U2 - 10.1109/ISMAR.2016.26

DO - 10.1109/ISMAR.2016.26

M3 - Conference contribution

AN - SCOPUS:85010382971

T3 - Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016

SP - 107

EP - 114

BT - Proceedings of the 2016 IEEE International Symposium on Mixed and Augmented Reality, ISMAR 2016

A2 - Broll, Wolfgang

A2 - Saito, Hideo

A2 - Swan, J. Edward

A2 - Broll, Wolfgang

PB - Institute of Electrical and Electronics Engineers Inc.

ER -