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Using augmented reality to support a software editing course for college students.

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 wit...

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Published in:Journal of Computer Assisted Learning Vol. 33; no. 5; pp. 532 - 547
Main Author: Wang, Y. ‐ H.
Format: pictorial research tables/charts Journal Article
Published: Wiley-Blackwell Sep2017
Online Access:View this record in EBSCOhost
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      jtl: Journal of Computer Assisted Learning
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      dt: Sep2017
      vid: 33
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        10.1111/jcal.12199
        125026818
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        atl: Using augmented reality to support a software editing course for college students.
      aug:
        au: Wang, Y. ‐ H.
        affil: Department of Educational Technology, Tamkang University, Taiwan
      sug:
        subj:
          Virtual Reality
          Software
          Students, College Taiwan
          Learning Methods
          Human
          Taiwan
          Funding Source
          Mobile Applications
          Motion Pictures
          Data Analysis Software
          T-Tests
          Questionnaires
      ab: 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.
      pubtype: Academic Journal
      doctype:
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        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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