Framework for Designing Motivational Augmented Reality Applications in Vocational Education and Training

Autor/inn/en	Acosta, Jorge Luis Bacca; Navarro, Silvia Margarita Baldiris; Gesa, Ramon Fabregat; Kinshuk, Kinshuk
Titel	Framework for Designing Motivational Augmented Reality Applications in Vocational Education and Training
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 3, S.102-117 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Computer Software; Design; Computer Simulation; Vocational Education; Student Motivation; Access to Education; Cooperation; Chemistry; Self Efficacy; Attention; Relevance (Education); Student Satisfaction; Foreign Countries; Late Adolescents; Science Laboratories; Vocational Schools; Spain; Colombia + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Ausbildung; Berufsbildung; Schulische Motivation; Education; Access; Bildung; Zugang; Bildungszugang; Co-operation; Kooperation; Chemie; Self-efficacy; Selbstwirksamkeit; Aufmerksamkeit; Relevance; Relevanz; Ausland; Halbstarker; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Spanien; Kolumbien
Abstract	One of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper, we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01