Evaluation of AR Embedded Physical Puzzle Game on Students' Learning Achievement and Motivation on Elementary Natural Science

Autor/inn/en	Lu, Su-Ju; Liu, Ying-Chieh; Chen, Po-Ju; Hsieh, Mu-Rong
Titel	Evaluation of AR Embedded Physical Puzzle Game on Students' Learning Achievement and Motivation on Elementary Natural Science
Quelle	In: Interactive Learning Environments, 28 (2020) 4, S.451-463 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lu, Su-Ju) ORCID (Liu, Ying-Chieh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2018.1541908
Schlagwörter	Game Based Learning; Puzzles; Computer Simulation; Science Achievement; Instructional Effectiveness; Learning Motivation; Elementary School Students; Elementary School Science; Handheld Devices; Grade 5; Self Efficacy; Technology Integration; Paper (Material); Manipulative Materials; Multimedia Materials; Visual Aids; Paleontology; Foreign Countries; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? Legespiel; Computergrafik; Computersimulation; Unterrichtserfolg; Motivation for studies; Lernmotivation; School year 05; 5. Schuljahr; Schuljahr 05; Self-efficacy; Selbstwirksamkeit; Papier; Hilfsmittel; Anschauungsmaterial; Paläontologie; Ausland
Abstract	Emerging technologies have been widely used in applications designed to increase potential for learning enhancement. This study develops a mobile application to integrate augmented reality (AR) functionality into physical puzzle-type games. In the application, learners see visualizations of three-dimensional (3D) dinosaurs and interact with relevant multimedia learning content. To evaluate the effectiveness of the proposed platform, experiments were conducted to evaluate impact on learner achievement and motivation. Experimental (AR-based) and control (paper-based) groups included a total of 53 fifth-grade students. Pre- and post-activity questionnaires (adapted from the Attention, Relevance, Confidence, Satisfaction (ARCS) Model of Motivational Design), and pre- and post-learning quizzes were used for assessment. Results showed that the AR-based group scored significantly higher (p < 0.05) than the Paper-based group, raising implications for a new approach to teaching natural science at the elementary school level. However, the AR-based group also showed a relative drop in confidence, suggesting that further investigation is needed to understand the impact of AR technology on learner motivation. This study provides a case for the integration of AR technology into typical physical games. The results raise important concerns for further research in technology enhancement in education. Future research should include a wider range of content topics and target groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01