期刊
IEEE TRANSACTIONS ON EDUCATION
卷 58, 期 3, 页码 208-213出版社
IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/TE.2014.2379712
关键词
Augmented reality; computer simulation; learning effectiveness; mobile learning; physics education; self-regulation
资金
- Spanish project EEE [TIN2011-28308-C03-01]
- Spanish project eMadrid [S2009/TIC-1650]
This paper reports empirical evidence on having students use AR-SaBEr, a simulation tool based on augmented reality (AR), to discover the basic principles of electricity through a series of experiments. AR-SaBEr was enhanced with knowledge-based support and inquiry-based scaffolding mechanisms, which proved useful for discovery learning in Web-based simulation environments. Learning performance factors evaluated included students' learning behavior while interacting with the system, AR-SaBEr's learning effectiveness, and students' motivation in using the AR-based simulation environment. The study suggests that AR simulators can be exploited as effective learning environments for learning the basic principles of electricity. It would, however, be necessary to consider a number of scaffolding options to improve the learning effectiveness of AR-based simulation environments when used with students who have low levels of either: 1) self-regulation skills, or 2) motivation to engage in AR-based simulation activities.
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