Augmented Reality Laboratory for High School Electrochemistry Course
Augmented Reality Laboratory for High School Electrochemistry Course
复制标题
高中电化学课程增强现实实验室
DOI：
10.1109/icalt.2015.105
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
B. Liao
中科院分区：
文献类型：
--
作者：
Ming;B. Liao
本研究旨在探讨增强实境的类型与引导策略对高中生电化学概念表现与动机的影响。研究对象为152名高中一年级学生。采用2X2准实验设计，自变量为增强现实的类型（静态AR与动态AR）和引导策略的类型（程序引导与程序引导）。实验中采用了静态增强现实和动态增强现实两种增强现实技术，并采用了过程引导和问题引导两种引导策略。因变量为学习成绩和学习动机。结果显示，（a）在接受静态增强现实学习时，程序指导组比问题指导组获得了更好的学习应用性能，（B）至于知识理解性能，静态增强现实组优于动态增强现实组，程序指导组优于问题指导组，（3）无论使用哪种增强现实，学生对化学学习都表现出积极的动机，尤其是使用静态增强现实的学生比使用动态增强现实的学生表现出更高的动机。
The purpose of this study was to investigate the effects of types of augmented reality and guiding strategy on senior high school students' performance and motivation of electrochemistry concepts. The participants were 152 freshmen of senior high school. A 2X2 quasi-experimental design was employed and the independent variables were type of augmented reality (static-AR vs. Dynamic-AR) and type of guiding strategy (procedure-guided vs. Question-guided). Two types of augmented reality were employed, including the static augmented reality and the dynamic augmented reality, and two types of guiding strategies were cooperated, including procedure-guided strategy and question-guided strategy. The dependent variables were learning performance and motivation. The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group, (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group, and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.