Promoting Intrinsic Motivation with a Mobile Augmented Reality Learning Environment [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (14th, Lisbon, Portugal, Apr 14-16, 2018).

Autor/inn/en	Buchner, Josef; Zumbach, Jörg
Titel	Promoting Intrinsic Motivation with a Mobile Augmented Reality Learning Environment [Konferenzbericht] Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning (14th, Lisbon, Portugal, Apr 14-16, 2018).
Quelle	(2018), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Telecommunications; Handheld Devices; Computer Simulation; Simulated Environment; Learning; Difficulty Level; Cognitive Processes; Animation; Student Interests; Competence; Student Attitudes; Student Motivation; Teaching Methods; History Instruction; Secondary School Students; Foreign Countries; Austria (Vienna) + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Computergrafik; Computersimulation; Künstliche Umwelt; Lernen; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Studieninteresse; Kompetenz; Schülerverhalten; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Sekundarschüler; Ausland
Abstract	In this study the impact of a mobile augmented reality learning environment on motivation, learning effects and cognitive load was tested. Students participated in a two-hour history lesson while using their smartphones to turn static pictures into animations with an Augmented Reality (AR) application. Interest, perceived competence and perceived choice as indicators for intrinsic motivation were assessed. Results of the AR learning group were compared to a non-AR teacher-centered learning environment. The results reveal that augmented reality learning can promote intrinsic motivation and has an impact on history learning. Cognitive load has not been detected as a problem within the AR group. [For the complete proceedings, see ED590271.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01