Enhancing students' learning achievements, self-efficacy, and motivation using mobile augmented reality

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-04-14 DOI:10.1111/jcal.12989

Fatimah H. Aldeeb, Omar M. Sallabi, Monther M. Elaish, Gwo-Jen Hwang

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引用次数: 0

Abstract

Background

This paper examines the use of augmented reality (AR) as a concept-association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR-enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences.

Objectives

The primary goal of this research was to evaluate the effectiveness of an AR-assisted concept-association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self-efficacy and learning motivation among primary school students.

Methods

A quasi-experimental design with a control group was employed to investigate the effectiveness of the intervention.

Results and Conclusions

The results demonstrate that the implementation of the AR-assisted concept-association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self-efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology.

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利用移动增强现实技术提高学生的学习成绩、自我效能感和学习动力

背景本文探讨了在学校中使用增强现实技术（AR）作为概念联想工具的情况，目的是提高小学生的学习成绩和参与度。关于增强现实技术强化学习的认知负荷，以往的研究结果存在冲突，一些研究报告称负荷减轻，而另一些研究报告则称需求增加，学习成绩下降。了解这些影响对于在教育中有效利用 AR 至关重要。本研究的主要目的是评估 AR 辅助概念联想策略在改善小学生基本知识获取和技能成果、增加认知负荷、提高自我效能感和学习动力方面的有效性。结果和结论结果表明，实施AR辅助概念联想策略能有效提高小学生的基本知识和技能学习成绩，增加认知负荷，提高自我效能感和学习动机。这些研究结果凸显了 AR 技术在改善小学生学习体验和参与度方面的潜力。这项研究为现有关于 AR 技术在教育中的有效性的文献做出了贡献，并提出了未来的研究方向。最终，该研究通过提出一种使用 AR 技术进行教学的新方法，为改善学习体验提供了一个实用的解决方案。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope