Tablet-based AR technology: Impacts on students’ conceptions and approaches to learning mathematics according to their self-efficacy

Su Cai*, Enrui Liu, Yang Yang, 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

103 引文 斯高帕斯(Scopus)

摘要

Most studies of Augmented Reality (AR) in education have considered students’ learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics.

原文英語
頁(從 - 到)248-263
頁數16
期刊British Journal of Educational Technology
50
發行號1
DOIs
出版狀態已發佈 - 2019 1月

ASJC Scopus subject areas

  • 教育

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