Augmented Reality Technology Projects of Tea Culture for China’s Secondary Students

Abstract

AR technologies has becoming an uprising yet challenging technology to foster K-12 students’ learning. Previous research has reported contrasting but positive conclusions about the effect of integrating AR technology in science, technology, engineering and mathematics (STEM) education. This research selected tea culture, which is a profound and long-lasting culture in China and the world, and designed and developed AR tea culture resources to facilitate secondary student’s learning. In order to further examine the effect of utilizing AR tea culture resources, this study designed a quasi-experiment and utilized a mixed-method approach to examine students’ knowledge acquisition, learning experience, and learning attitude towards tea culture during instruction through AR project. The analysis results show that students in experimental group achieved a better grade in knowledge acquisition, and significant improvement in learning experience and learning attitude towards tea culture than students receiving lecture through traditional teacher-led PowerPoint instruction. It is becoming more necessary to educate future developers and educators of the development and integration of AR technologies in formal education, where our experience could provide some implications for future STEM educational community.