An augmented reality-facilitated question-prompt-interaction-evaluation approach to fostering students' case-handling competence in technical and vocational education

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-09-09 DOI:10.1111/jcal.13063

Chun-Chun Chang

{"title":"An augmented reality-facilitated question-prompt-interaction-evaluation approach to fostering students' case-handling competence in technical and vocational education","authors":"Chun-Chun Chang","doi":"10.1111/jcal.13063","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Cultivating students' problem-solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)-based QPIE training mode.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR-QPIE training mode, while the other class of 22 learners used the conventional QPIE (C-QPIE) training mode.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results revealed that the AR-QPIE training mode enhanced learners' learning achievement, self-confidence, and several dimensions of learning perceptions more than the C-QPIE training mode. Besides, in terms of the evaluation of case-handling performance, the AR-QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C-QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case-handling performance, and improve their self-confidence in the workspace.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"40 6","pages":"3187-3200"},"PeriodicalIF":5.1000,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.13063","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Background

Cultivating students' problem-solving knowledge and skills in the workspace has been regarded as a primary goal in technical and vocational education. To this end, students are usually guided to complete the learning of workspace knowledge and skills by following the question, prompt, interaction and evaluation (QPIE) procedure.

Objective

In conventional instruction, when teachers present questions of real cases to students, most of the class time is spent on the demonstration of relevant techniques and prompts. Meanwhile, trainers in conventional classrooms often have to guide multiple students simultaneously, making it challenging to provide individual guidance. Therefore, the present study proposed an AR (Augmented Reality)-based QPIE training mode.

Method

To show the effectiveness of the proposed mode, this study recruited two classes of students from a technological university as the participants, and conducted an experiment using a unit of a professional training course. One class of 22 learners adopted the AR-QPIE training mode, while the other class of 22 learners used the conventional QPIE (C-QPIE) training mode.

Results and Conclusions

The results revealed that the AR-QPIE training mode enhanced learners' learning achievement, self-confidence, and several dimensions of learning perceptions more than the C-QPIE training mode. Besides, in terms of the evaluation of case-handling performance, the AR-QPIE training mode could also significantly enhance learners' memory, comprehension, judgement, and calculation abilities in comparison with the C-QPIE training mode. Yet, no significant differences in the application abilities could be found between the two groups. The proposed training mode of this study could train learners' case-handling performance, and improve their self-confidence in the workspace.

查看原文本刊更多论文

在技术和职业教育中培养学生案例处理能力的增强现实促进问题-提示-互动-评价方法

背景培养学生在工作区解决问题的知识和技能一直被视为职业技术教育的首要目标。在传统教学中，当教师向学生提出真实案例的问题时，课堂的大部分时间都花在了相关技巧的演示和提示上。与此同时，传统课堂上的培训师往往需要同时指导多名学生，这给个别指导带来了挑战。因此，本研究提出了一种基于 AR（增强现实技术）的 QPIE 培训模式。为了证明所提模式的有效性，本研究招募了某科技大学的两个班级的学生作为参与者，并利用专业培训课程的一个单元进行了实验。结果与结论结果显示，AR-QPIE 训练模式比 C-QPIE 训练模式更能提高学习者的学习成绩、自信心和学习感知的多个维度。此外，在案例处理绩效评价方面，AR-QPIE 培训模式与 C-QPIE 培训模式相比，也能显著提高学习者的记忆力、理解力、判断力和计算能力。然而，两组学习者在应用能力方面并无明显差异。本研究提出的培训模式可以训练学习者的办案能力，提高他们在工作场所的自信心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

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