The Development and Construction of an AR-Guided Learning Model with Focused Learning Theories

Autor/inn/en	Hu, Chih-Hsiang; Barrett, Neil E.; Liu, Gi-Zen
Titel	The Development and Construction of an AR-Guided Learning Model with Focused Learning Theories
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 5, S.1423-1440 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrett, Neil E.) ORCID (Liu, Gi-Zen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12583
Schlagwörter	Computer Simulation; Teaching Methods; Learning Theories; Instructional Effectiveness; Curriculum Development; Literature Reviews + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning theory; Lerntheorie; Unterrichtserfolg; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	Background: Augmented reality (AR) has been incorporated in context-aware ubiquitous learning (CAUL) designs to guide learners but few of the designs adopt specific learning theories. Furthermore, there are no CAUL design models that align learning theories to CAUL effectiveness. In addition, CAUL review papers have not documented CAUL developments since AR technology has become normalized. Objectives: A phenomenological research method with expert design input was adopted to build theoretically informed CAUL design models and provide guidelines for AR-driven CAUL. Methods: The researchers reviewed 38 empirical AR studies in education from 2016 to 2019 in seven high-impact journals of educational technology using a taxonomy based on CAUL learning theories. Seven domain experts reviewed the findings and provided insights into current developments, patterns of variables, and the proposed AR-guided CAUL model. The expert feedback was used to refine the CAUL models. Results and conclusions: Research into humanity-related subjects are growing due to the features of AR, and the majority of studies were in primary education as AR corresponds well with lower-level cognitive learning tasks. Many AR functions cooccurred with situated learning theory, inquiry-based learning theory, and collaborative learning theory. A macro-design model and three micro-design models of AR-guided CAUL with specific learning theories was proposed. Major takeaways: This study offers a set of AR-guided CAUL design models aligned with established learning theories. The variables in the CAUL studies are linked with learning theories to clearly show how AR guides learning. The models can guide instructors to meet their students' needs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01