Effects of learning physics using Augmented Reality on students’ self-efficacy and conceptions of learning

Su Cai*, Changhao Liu, Tao Wang, Enrui Liu, Jyh Chong Liang

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

The Augmented Reality (AR)-based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self-efficacy and conceptions of learning. This study developed an AR-based wave-particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self-efficacy and conceptions of learning physics. A quasi-experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4-week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self-efficacy, as indicated by understanding of concepts, higher-level cognitive skills, practice and communication; (2) guide students to be more inclined to higher-level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply.

原文英語
頁(從 - 到)235-251
頁數17
期刊British Journal of Educational Technology
52
發行號1
DOIs
出版狀態已發佈 - 2021 一月

ASJC Scopus subject areas

  • 教育

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