Augmented Reality in Science Laboratories: Investigating High School Students' Navigation Patterns and Their Effects on Learning Performance

Autor/inn/en	Jiang, Shiyan; Tatar, Cansu; Huang, Xudong; Sung, Shannon H.; Xie, Charles
Titel	Augmented Reality in Science Laboratories: Investigating High School Students' Navigation Patterns and Their Effects on Learning Performance
Quelle	In: Journal of Educational Computing Research, 60 (2022) 3, S.777-803 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Shiyan) ORCID (Tatar, Cansu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211038764
Schlagwörter	Computer Simulation; Science Instruction; Science Laboratories; High School Students; Secondary School Science; Educational Technology; Telecommunications; Handheld Devices; Hands on Science; Science Experiments; Laboratory Experiments; Thermodynamics; Grade 9; Navigation (Information Systems) + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsmedien; Telekommunikationstechnik; Laboratory work; Laborarbeit; Thermodynamik; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Augmented reality (AR) has the potential to fundamentally transform science education by making learning of abstract science ideas tangible and engaging. However, little is known about how students interacted with AR technologies and how these interactions may affect learning performance in science laboratories. This study examined high school students' navigation patterns and science learning with a mobile AR technology, developed by the research team, in laboratory settings. The AR technology allows students to conduct hands-on laboratory experiments and interactively explore various science phenomena covering biology, chemistry, and physics concepts. In this study, seventy ninth-grade students carried out science laboratory experiments in pairs to learn thermodynamics. Our cluster analysis identified two groups of students, which differed significantly in navigation length and breadth. The two groups demonstrated unique navigation patterns that revealed students' various ways of observing, describing, exploring, and evaluating science phenomena. These navigation patterns were associated with learning performance as measured by scores on lab reports. The results suggested the need for providing access to multiple representations and different types of interactions with these representations to support effective science learning as well as designing representations and connections between representations to cultivate scientific reasoning skills and nuanced understanding of scientific processes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01