A Context-Aware Progressive Inquiry-Based Augmented Reality System to Improving Students' Investigation Learning Abilities for High School Geography Courses

Engaging students in constructing their knowledge during real-world observation and inquiry-based learning activities has been recognized as an important issue for improving students' learning achievement and motivation. However, researchers have indicated that due to a lack of effectively connection between observation in real-world and inquiry problems, it is a challenge to lead an effective outdoor inquiry-based learning activity. In this study, a progressive inquiry-based approach with augmented reality technology is proposed for improving students' high-level thinking and problem solving abilities by asking students to answer different layer of questions in in-field inquiry learning activities. An experiment will be conducted to evaluate its performance on high school geography courses. A total of 60 first-grade high school students from two classes will participant in this experiment. The students in the experimental group will learn with the progressive inquiry-based augmented reality system, while those in the control group will learn with the conventional AR contextual u-learning approaches. The students' learning achievements, learning attitudes, learning motivation, and problem solving ability will be investigated after the experiment. It is expected that the proposed approach will effectively enhance the students' learning achievement in comparison with the control group.