TY - GEN
T1 - Using Augmented Reality to Promote Homogeneity in Learning Achievement
AU - Zhang, Jia
AU - Liu, Tzu Chien
AU - Sung, Yao Ting
AU - Chang, Kuo En
N1 - Funding Information:
This research was supported by the National Science Council (NSC), Taiwan, under Grant nos. NSC 102-2511-S-003-013-MY3, 102-2511-S-011-001-MY3, 100-2628-S-011-001-MY4, the "Aim for the Top University Project" of National Taiwan Normal University (NTNU), and the International Research-Intensive Center of Excellence Program of NTNU and NSC, Taiwan, under Grant no. NSC 102-2911-I-003-301
Publisher Copyright:
© 2015 IEEE.
PY - 2015/12/9
Y1 - 2015/12/9
N2 - The issue of individual differences among learners has thus far received the most attention from education researchers. Many teachers strive to develop a learning strategy with significant effect on the majority of learners. Through literature analysis, this study found that not only could Augmented Reality (AR) improve learning effectiveness, it could also reduce the impact of individual differences on learning outcomes. Therefore, this study designed a set of AR-aided teaching systems to help teachers supplement curriculum content using AR. Sixty-six participants from elementary schools were involved in this study. The results confirmed that AR can help learners to achieve better learning outcomes, and can effectively improve learning achievement in non-high-scoring groups, enabling them to perform closer to those in high-scoring groups and reducing the gap in overall learning level. This study also discovered that technological barriers could reduce the benefits of AR in teaching contexts. Authoring tools with low operating thresholds are valuable for AR-aided teaching systems.
AB - The issue of individual differences among learners has thus far received the most attention from education researchers. Many teachers strive to develop a learning strategy with significant effect on the majority of learners. Through literature analysis, this study found that not only could Augmented Reality (AR) improve learning effectiveness, it could also reduce the impact of individual differences on learning outcomes. Therefore, this study designed a set of AR-aided teaching systems to help teachers supplement curriculum content using AR. Sixty-six participants from elementary schools were involved in this study. The results confirmed that AR can help learners to achieve better learning outcomes, and can effectively improve learning achievement in non-high-scoring groups, enabling them to perform closer to those in high-scoring groups and reducing the gap in overall learning level. This study also discovered that technological barriers could reduce the benefits of AR in teaching contexts. Authoring tools with low operating thresholds are valuable for AR-aided teaching systems.
KW - Augmented Reality
KW - Computer-assisted instruction
KW - K-12 education
UR - http://www.scopus.com/inward/record.url?scp=84963522322&partnerID=8YFLogxK
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U2 - 10.1109/ISMAR-MASHD.2015.17
DO - 10.1109/ISMAR-MASHD.2015.17
M3 - Conference contribution
AN - SCOPUS:84963522322
T3 - Proceedings of the 2015 IEEE International Symposium on Mixed and Augmented Reality - Media, Art, Social Science, Humanities and Design, ISMAR-MASH'D 2015
SP - 1
EP - 5
BT - Proceedings of the 2015 IEEE International Symposium on Mixed and Augmented Reality - Media, Art, Social Science, Humanities and Design, ISMAR-MASH'D 2015
A2 - Gwilt, Ian
A2 - Stadon, Julian
A2 - Smith, Carl H.
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 14th IEEE International Symposium on Mixed and Augmented Reality: Media, Art, Social Science, Humanities and Design, ISMAR-MASH'D 2015
Y2 - 29 September 2015 through 3 October 2015
ER -