Augmented Reality Assisted Learning Achievement, Motivation, and Creativity for Children of Low-Grade in Primary School

Autor/in	Yousef, Ahmed Mohamed Fahmy
Titel	Augmented Reality Assisted Learning Achievement, Motivation, and Creativity for Children of Low-Grade in Primary School
Quelle	In: Journal of Computer Assisted Learning, 37 (2021) 4, S.966-977 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yousef, Ahmed Mohamed Fahmy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12536
Schlagwörter	Computer Simulation; Creative Thinking; Primary Education; Grade 1; Young Children; Student Motivation; Geometry; Informal Education; Mathematics Achievement; Mathematics Instruction; Instructional Effectiveness; Manipulative Materials; Foreign Countries; Egypt + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Kreatives Denken; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Frühe Kindheit; Schulische Motivation; Geometrie; Informelle Bildung; Nichtformale Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Hilfsmittel; Ausland; Ägypten
Abstract	There is a large volume of published studies describing the positive role of Augmented Reality (AR) in educational settings. However, there is a paucity of empirical work that explores its role in supporting primary school pupil's motivation and creativity. Moreover, numerous studies have confirmed that pupils have difficulties in learning geometry and thinking geometrically. In this context, this paper explores the possibility of using AR software for low-grade primary school pupils to enhance their creative thinking and increase their motivation during the informal geometry training course. A research-based design process is adopted to replicate the primary school pupil's learning in this study, where pupils in the experimental group used mobile application to access AR virtual manipulatives, pupils in the control group used physical manipulatives. The applied AR technology allows pupils to handle 2D and 3D rounded corners and simple closed curves to find the most effective solutions for some learning challenges. Sixty-two pupils from the first-grade primary school in Egypt have participated in this study with the aim of investigating: (a) the primary school pupil's achievements and creative thinking in using AR techniques, and (b) the specific strategies that can increase their motivation and engagement. The most obvious finding to emerge from this study is that there was no statistically significant difference between the groups in geometry learning achievement, while statistically significant differences were found between the groups in the motivation and creative thinking skills in favour of the experimental group. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01