Using Augmented Reality to Support a Software Editing Course for College Students

Autor/in	Wang, Y.-H.
Titel	Using Augmented Reality to Support a Software Editing Course for College Students
Quelle	In: Journal of Computer Assisted Learning, 33 (2017) 5, S.532-546 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12199
Schlagwörter	College Students; Computer Software; Computer System Design; Blended Learning; Learning Strategies; Experimental Groups; Control Groups; Computer Graphics; Online Courses; Learning Motivation; Interaction; Technology Integration; Achievement Gains; Intermode Differences; Instructional Innovation; Instructional Effectiveness; Teaching Methods; Educational Technology + Suchen Sie Ihr Suchwort? Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Computergrafik; Online course; Online-Kurs; Motivation for studies; Lernmotivation; Interaktion; Achievement gain; Leistungssteigerung; Educational Innovation; Bildungsinnovation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien
Abstract	This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online-based and AR-based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR-based contents, while the control group (C.G.) learned with the online-based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR-based contents could be used as scaffolding to better support blended learning strategies. The AR-based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR-based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online-based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01