Affordances of Augmented Reality in Science Learning: Suggestions for Future Research

Kun Hung Cheng, Chin Chung Tsai

研究成果: 雜誌貢獻综述文章

241 引文 斯高帕斯(Scopus)

摘要

Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.

原文英語
頁(從 - 到)449-462
頁數14
期刊Journal of Science Education and Technology
22
發行號4
DOIs
出版狀態已發佈 - 2013 八月 1
對外發佈Yes

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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