An Inquiry-Based Augmented Reality Mobile Learning Approach to Fostering Primary School Students' Historical Reasoning in Non-Formal Settings

Autor/inn/en	Efstathiou, Irene; Kyza, Eleni A.; Georgiou, Yiannis
Titel	An Inquiry-Based Augmented Reality Mobile Learning Approach to Fostering Primary School Students' Historical Reasoning in Non-Formal Settings
Quelle	In: Interactive Learning Environments, 26 (2018) 1, S.22-41 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyza, Eleni A.) ORCID (Georgiou, Yiannis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2016.1276076
Schlagwörter	Inquiry; Active Learning; Computer Simulation; Electronic Learning; Elementary School Students; Logical Thinking; Nonformal Education; History Instruction; Grade 3; Empathy; Thinking Skills; Handheld Devices; Interviews; Pretests Posttests; Mixed Methods Research; Foreign Countries; Field Trips; Concept Formation; Cyprus + Suchen Sie Ihr Suchwort? Aktives Lernen; Computergrafik; Computersimulation; Non-formal education; Non formal education; Nichtformale Bildung; History lessons; Geschichtsunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Empathie; Denkfähigkeit; Interviewing; Interviewtechnik; Ausland; Exkursion; Concept learning; Begriffsbildung; Zypern
Abstract	This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students' historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students' conceptual understanding and historical empathy increased from pre to post for both conditions. Statistically significant differences were found between the AR field trip and the traditional field trip students in the development of empathy and conceptual understanding. These results add to the literature by supporting the potential of AR technologies for the development of students' historical empathy; several design implications are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01