Effects of Wearable Hybrid AR/VR Learning Material on High School Students' Situational Interest, Engagement, and Learning Performance: The Case of a Physics Laboratory Learning Environment

Autor/inn/en	Sun, Jerry Chih-Yuan; Ye, Syuan-Ling; Yu, Shih-Jou; Chiu, Thomas K. F.
Titel	Effects of Wearable Hybrid AR/VR Learning Material on High School Students' Situational Interest, Engagement, and Learning Performance: The Case of a Physics Laboratory Learning Environment
Quelle	In: Journal of Science Education and Technology, 32 (2023) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sun, Jerry Chih-Yuan) ORCID (Yu, Shih-Jou) ORCID (Chiu, Thomas K. F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-022-10001-4
Schlagwörter	Assistive Technology; Computer Simulation; Instructional Materials; Educational Technology; Textbooks; Physics; Science Laboratories; Science Education; High School Students; Situated Learning; Student Interests; Learner Engagement; Simulated Environment + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Textbook; Text book; Schulbuch; Lehrbuch; Physik; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studieninteresse; Künstliche Umwelt
Abstract	This study investigates the effect of incorporating different learning materials (paper textbooks, wearable AR material, and wearable hybrid AR/VR material) in a physics laboratory education on the situational interest, engagement, and learning performance of high school students. The study utilized a quasi-experimental research design. The participants were 105 students, who were assigned to three groups: the traditional learning group, wearable AR group, and wearable hybrid AR/VR group. The instruments included a situational interest scale, an engagement scale, a learning performance test, and an open-ended questionnaire. The results showed that the situational interest and learning performance of the wearable hybrid AR/VR group were significantly higher, compared with that of the traditional learning group. The engagement of the wearable hybrid AR/VR group was significantly higher, compared with that of the other two groups. The wearable hybrid AR/VR material increased situational interest, engagement, and learning performance in the physical laboratory course. This study suggests that instructors can use wearable hybrid AR/VR to enhance situational interest, engagement, and learning performance among learners in science laboratory learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01