Employing augmented-reality-embedded instruction to disperse the imparities of individual differences in earth science learning

Cheng ping Chen, Chang Hwa Wang

研究成果: 雜誌貢獻文章

28 引文 斯高帕斯(Scopus)

摘要

Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of '‘day, night, and seasons’' for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student’s preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

原文英語
頁(從 - 到)835-847
頁數13
期刊Journal of Science Education and Technology
24
發行號6
DOIs
出版狀態已發佈 - 2015 一月 1

ASJC Scopus subject areas

  • Education
  • Engineering(all)

指紋 深入研究「Employing augmented-reality-embedded instruction to disperse the imparities of individual differences in earth science learning」主題。共同形成了獨特的指紋。

  • 引用此