The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning: A Quasi‐Experimental Field Study.
Background: Enjoyment and epistemic emotions are essential in education as they drive learners to actively and persistently engage with learning material. Augmented Reality (hereinafter referred to as AR) is an emerging educational tool that offers unique opportunities for immersive learning experie...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 2; pp. 1 - 14 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=184016314&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 184016314 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2025 vid: 41 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 184016314 184016314 184016314 10.1111/jcal.70016 184016314 ppf: 1 ppct: 13 formats: tig: atl: The Role of Enjoyment and Epistemic Emotions in Middle School AR Learning: A Quasi‐Experimental Field Study. aug: au: Olea‐Ibarra, Daniela Hartmann, Christian Bannert, Maria affil: Department of Educational Sciences, Technical University of Munich, Munich, Germany sug: subj: Augmented Reality Utilization Learning Methods Schools, Middle Mexico Emotions Evaluation Pleasure Evaluation Student Attitudes Outcomes of Education Evaluation Human Mexico Male Female Adolescence Quasi-Experimental Studies Pretest-Posttest Design Learning Environment Student Knowledge Evaluation Descriptive Statistics T-Tests Repeated Measures Analysis of Variance Mediation Analysis Data Analysis Software Confidence Intervals Scales Epistemology Computer-Assisted Instruction Adolescent: 13-18 years Male Female ab: Background: Enjoyment and epistemic emotions are essential in education as they drive learners to actively and persistently engage with learning material. Augmented Reality (hereinafter referred to as AR) is an emerging educational tool that offers unique opportunities for immersive learning experiences. By incorporating AR into the learning process, educators can create an immersive environment that potentially stimulates learners' enjoyment and facilitates a deeper understanding of the subject matter. Objectives: Especially for younger learners, however, there is a lack of research on how AR affects enjoyment, emotions and learning. Therefore, we examine the impact of enjoyment in learning with AR and further explore which role epistemic emotions play in this process. Methods: A quasi‐experimental field study collected data from N = 47 middle school students. Students were assigned to two conditions and either learned about the solar system with AR or with static images, both on a tablet. We collected data through pre‐ and post‐tests to assess knowledge, as well as repeated measures of enjoyment and epistemic emotions during the learning process. Descriptive statistics, Bayesian t‐tests and repeated measures ANOVA were used to analyse differences between conditions and over time. A mediation analysis examined whether enjoyment mediated the relationship between AR use and learning gains. Results and Conclusions: The results show that AR triggered learners' enjoyment and epistemic emotions. However, students in the control condition gained more knowledge than those in the AR condition. While AR significantly enhanced students' enjoyment, the mediation analysis indicated that enjoyment did not significantly mediate the relationship between AR use and learning gains. One possible explanation is that AR appears to have produced affective overload, whereas the control condition facilitated more productive engagement. However, our data suggest a more complex relationship that requires further investigation. Implications: These findings provide insights into the impact of immersive technology on student learning in the context of authentic school activities with younger learners. An exciting avenue for future research is to focus more on the relationship between affective and cognitive activation during learning with immersive technology. Our findings partially support some concerns for educational practice that immersive media may undermine robust learning activities. Adaptation for effective use seems essential here and is prompted by our findings. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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