An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science

Autor/inn/en	Chen, Chien-Hsu; Chou, Yin-Yu; Huang, Chun-Yen
Titel	An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 4, S.567-578 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-016-0284-3
Schlagwörter	Simulated Environment; Educational Technology; Technology Uses in Education; Concept Mapping; Teaching Methods; Grade 4; Grade 5; Elementary School Students; Scaffolding (Teaching Technique); Comparative Analysis; Instructional Effectiveness; Interviews; Foreign Countries; Telecommunications; Handheld Devices; Taiwan + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Concept Map; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Unterrichtserfolg; Interviewing; Interviewtechnik; Ausland; Telekommunikationstechnik
Abstract	Computer hardware and mobile devices have developed rapidly in recent years, and augmented reality (AR) technology has been increasingly applied in mobile learning. Although instructional AR applications have yielded satisfactory results and prompted students' curiosity and interest, a number of problems remain. The crucial topic for AR applications is the lack of appropriate instructional scaffolds to help students organize the content to be learned. Moreover, a lack of appropriate instructional activities and scaffolds often results in student confusion and frustration. Therefore, we integrated AR with concept maps to form a concept-mapped AR (CMAR) scaffold. Subsequently, whether CMAR improves learning outcomes, motivation, and attitude in mobile learning activities was determined. An empirical study was conducted on 71 fifth-grade elementary students in Southern Taiwan. The students were divided into CMAR and AR system groups. The results showed that students in the CMAR group performed significantly better than those in the AR group. The student interview results also showed that the CMAR system helped students organize what they wanted to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01