Assessing the Effectiveness of Learning Solid Geometry by Using an Augmented Reality-Assisted Learning System

Autor/inn/en	Lin, Hao-Chiang Koong; Chen, Mei-Chi; Chang, Chih-Kai
Titel	Assessing the Effectiveness of Learning Solid Geometry by Using an Augmented Reality-Assisted Learning System
Quelle	In: Interactive Learning Environments, 23 (2015) 6, S.799-810 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2013.817435
Schlagwörter	Geometry; Secondary School Mathematics; Instructional Effectiveness; Mathematics Instruction; Electronic Learning; Spatial Ability; Mathematics Achievement; Simulated Environment; Junior High School Students; Mixed Methods Research; Pretests Posttests; Usability; Difficulty Level; Focus Groups; Observation; Low Achievement; High Achievement; Student Attitudes; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Geometrie; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Räumliches Vorstellungsvermögen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Künstliche Umwelt; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Schwierigkeitsgrad; Beobachtung; Unterdurchschnittliche Leistung; Schülerverhalten; Ausland
Abstract	This study integrates augmented reality (AR) technology into teaching activities to design a learning system that assists junior high-school students in learning solid geometry. The following issues are addressed: (1) the relationship between achievements in mathematics and performance in spatial perception; (2) whether system-assisted learning can improve the spatial perceptions of students; (3) whether students with high, average and low academic achievement learn effectively after taught with system assistance; (4) system usability; (5) system task load; and (6) the relationship among various factors. Study participants were 76 students from Tainan City, Taiwan. Qualitative and quantitative data are obtained using pre- and post-system-assisted learning paper-pencil tests, a system usability scale, National Aeronautics & Space Administration Task Load indeX, and observations and focus group interviews. Analysis results indicate that students' math scores and spatial perception during the test closely correspond to each other. Additionally, system-assisted can improve the spatial perceptions of student. Regarding group differences related to the significance of impact, students with average and low academic achievements exhibit small and medium levels of effectiveness, but are insignificant in high academic achievement students. As for system usability, students with low academic achievements demonstrate a positive attitude toward the intensive programs provided by the system. However, the correlation between students' learning effectiveness and system usability/task load is low. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01