Enhancing AR-based Science Exploration through Learning Cycle

Abstract

The purpose of this study was to explore whether employing a learning cycle model helps students science exploration within an AR-based environment. Two types of guiding strategies were implemented within the learning cycle, including the procedural guidance and the question guidance. A pilot test was conducted to examine the design of AR-based science exploration using a learning cycle framework and the effect of type of guidance on participants learning performance and attitudes. The results revealed that when learning from the augmented-reality environment, the question-guidance group achieved better knowledge application performance than the procedural-guidance group and learners of both groups showed positive attitudes toward the employed learning activity.