A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

Autor/inn/en	Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai
Titel	A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue
Quelle	In: Interactive Learning Environments, 24 (2016) 6, S.1148-1161 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.961486
Schlagwörter	Comparative Analysis; Computer Simulation; Computer Uses in Education; Science and Society; Science Instruction; Quasiexperimental Design; Instructional Effectiveness; Outcomes of Education; Student Attitudes; Knowledge Level; Correlation; Middle School Students; Grade 9; Foreign Countries; Pretests Posttests; Likert Scales; Questionnaires; Scoring Rubrics; Nonparametric Statistics; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Computernutzung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Lernleistung; Schulerfolg; Schülerverhalten; Wissensbasis; Korrelation; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 09; 9. Schuljahr; Schuljahr 09; Ausland; Likert-Skala; Fragebogen; Scoring formulas; Auswertungsbogen; Statistische Analyse
Abstract	We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01