TY - JOUR
T1 - Beyond the Flipped Classroom
T2 - A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses
AU - Liou, Wei Kai
AU - Bhagat, Kaushal Kumar
AU - Chang, Chun Yen
N1 - Funding Information:
This research is partially supported by the “Aim for the Top University Project” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C., and the “International Research-Intensive Center of Excellence Program” of NTNU and Ministry of Science and Technology, Taiwan, R.O.C., under Grant Nos. NSC 103-2911-I-003-301 and 102-2511-S-003-052-MY3.
Publisher Copyright:
© 2016, Springer Science+Business Media New York.
PY - 2016/6/1
Y1 - 2016/6/1
N2 - The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest–posttest quasi-experimental research design. A total of 92 students (aged 19–20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.
AB - The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest–posttest quasi-experimental research design. A total of 92 students (aged 19–20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.
KW - Augmented reality
KW - Cloud-classroom
KW - Highly interactive cloud-classroom
KW - Virtual reality
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U2 - 10.1007/s10956-016-9606-8
DO - 10.1007/s10956-016-9606-8
M3 - Article
AN - SCOPUS:84973891633
VL - 25
SP - 460
EP - 473
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
SN - 1059-0145
IS - 3
ER -