Does Augmented Reality Also Augment Knowledge Acquisition? Augmented Reality Compared to Reading in Learning about the Human Digestive System?

Autor/inn/en	Zumbach, Joerg; von Kotzebue, Lena; Pirklbauer, Constanze
Titel	Does Augmented Reality Also Augment Knowledge Acquisition? Augmented Reality Compared to Reading in Learning about the Human Digestive System?
Quelle	In: Journal of Educational Computing Research, 60 (2022) 5, S.1325-1346 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zumbach, Joerg) ORCID (von Kotzebue, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331211062945
Schlagwörter	Computer Simulation; Educational Technology; Science Education; Educational Environment; Learning; Cognitive Processes; Difficulty Level; Human Body; Outcomes of Education; Teaching Methods; High School Students; Foreign Countries; Handheld Devices; Computer Oriented Programs; Self Concept; Learning Strategies; Questionnaires; Student Motivation; Austria; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Unterrichtsmedien; Naturwissenschaftliche Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernen; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Menschlicher Körper; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Computerprogramm; Selbstkonzept; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulische Motivation; Österreich
Abstract	Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality-based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01