增强基于ar的STEM教育学习环境:基于设计特征、运动学学习和数学自我效能的设计研究

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Shuhui Li, Xinyue Jiao, Su Cai, Yihua Shen
{"title":"增强基于ar的STEM教育学习环境:基于设计特征、运动学学习和数学自我效能的设计研究","authors":"Shuhui Li,&nbsp;Xinyue Jiao,&nbsp;Su Cai,&nbsp;Yihua Shen","doi":"10.1111/bjet.13528","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <p>This design-based research project explored how various design features of AR-based learning environments (ARLE) influence students' mathematics self-efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh-grade students in two rounds. Data were gathered from pre- and post-mathematics self-efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self-efficacy. Results revealed that adopting a well-designed ARLE is a viable way to promote students' learning and mathematics self-efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self-exploration, progressive levels, useful problem contexts and a certain degree of open-endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond.</p>\n </section>\n \n <section>\n \n <div>\n \n <div>\n \n <h3>Practitioner notes</h3>\n <p>What is already known about this topic\n\n </p><ul>\n \n <li>AR-based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed.</li>\n \n <li>ARLE may facilitate students' mathematics self-efficacy, and relevant design features are underexplored.</li>\n \n <li>Design-based research sustains interventions combining empirical research and theory-driven design of innovative learning environments, for example, ARLEs.</li>\n </ul>\n <p>What this paper adds\n\n </p><ul>\n \n <li>Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning.</li>\n \n <li>Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self-efficacy.</li>\n \n <li>Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together.</li>\n </ul>\n <p>Implications for practice and/or policy\n\n </p><ul>\n \n <li>Five ARLEs for STEM topics were developed and implemented in secondary schools.</li>\n \n <li>Evidence of positive impacts of ARLEs on students' learning and mathematics self-efficacy.</li>\n \n <li>Our research produces useful guidelines for designers and practitioners in their development and implementation of ARLEs in real classrooms.</li>\n </ul>\n </div>\n </div>\n </section>\n </div>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1438-1462"},"PeriodicalIF":8.1000,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy\",\"authors\":\"Shuhui Li,&nbsp;Xinyue Jiao,&nbsp;Su Cai,&nbsp;Yihua Shen\",\"doi\":\"10.1111/bjet.13528\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <p>This design-based research project explored how various design features of AR-based learning environments (ARLE) influence students' mathematics self-efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh-grade students in two rounds. Data were gathered from pre- and post-mathematics self-efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self-efficacy. Results revealed that adopting a well-designed ARLE is a viable way to promote students' learning and mathematics self-efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self-exploration, progressive levels, useful problem contexts and a certain degree of open-endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond.</p>\\n </section>\\n \\n <section>\\n \\n <div>\\n \\n <div>\\n \\n <h3>Practitioner notes</h3>\\n <p>What is already known about this topic\\n\\n </p><ul>\\n \\n <li>AR-based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed.</li>\\n \\n <li>ARLE may facilitate students' mathematics self-efficacy, and relevant design features are underexplored.</li>\\n \\n <li>Design-based research sustains interventions combining empirical research and theory-driven design of innovative learning environments, for example, ARLEs.</li>\\n </ul>\\n <p>What this paper adds\\n\\n </p><ul>\\n \\n <li>Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning.</li>\\n \\n <li>Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self-efficacy.</li>\\n \\n <li>Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together.</li>\\n </ul>\\n <p>Implications for practice and/or policy\\n\\n </p><ul>\\n \\n <li>Five ARLEs for STEM topics were developed and implemented in secondary schools.</li>\\n \\n <li>Evidence of positive impacts of ARLEs on students' learning and mathematics self-efficacy.</li>\\n \\n <li>Our research produces useful guidelines for designers and practitioners in their development and implementation of ARLEs in real classrooms.</li>\\n </ul>\\n </div>\\n </div>\\n </section>\\n </div>\",\"PeriodicalId\":48315,\"journal\":{\"name\":\"British Journal of Educational Technology\",\"volume\":\"56 4\",\"pages\":\"1438-1462\"},\"PeriodicalIF\":8.1000,\"publicationDate\":\"2024-10-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"British Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13528\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13528","RegionNum":1,"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

摘要

这个基于设计的研究项目探讨了基于ar的学习环境(ARLE)的各种设计特征如何影响学生的数学自我效能感和运动学学习。具体来说,我们分两轮对136名七年级学生开发并实施了五个具有不同设计特点的arle。数据收集自数学前和数学后的自我效能测试、访谈、课堂观察记录和反思日志,以确定哪些设计特征促进或阻碍了学生的学习和自我效能。结果表明,采用精心设计的ARLE是提高学生学习和数学自我效能感的可行方法,其成功在于:(1)任务连贯,有适当的自我探索时间、递进的层次、有用的问题情境和一定程度的开放性;(2)有充分的技术支持,增强真实性、清晰度和整合的媒体呈现;具体化的行动和反馈。这些结果验证了ARLE设计人员和实践者在设计和实施ARLE时所提出的清单的适用性,这些清单适用于数学、物理和其他领域。基于ar的学习环境(ARLEs)在STEM教育中已经证明了巨大的优势,但如果ARLEs设计不当,它可能会成为一个缺点。ARLE可以促进学生的数学自我效能感,相关的设计特点尚未被充分发掘。基于设计的研究将实证研究和理论驱动的创新学习环境设计相结合,例如ARLEs。本文添加的内容展示了ARLEs的潜力,可以在课堂上用于支持STEM学习。识别一系列有效和无效的ARLEs设计特征,促进或阻碍学生的STEM学习和数学自我效能感。通过将AR技术支持和教学观点结合起来,解决教室ARLEs设计的挑战。对实践和/或政策的影响就STEM主题制定了五个arle,并在中学实施。ARLEs对学生学习和数学自我效能感正向影响的证据。我们的研究为设计师和实践者在实际课堂中开发和实施ARLEs提供了有用的指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy

Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy

Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy

This design-based research project explored how various design features of AR-based learning environments (ARLE) influence students' mathematics self-efficacy and learning of kinematics. Specifically, five ARLEs with different design features were developed and implemented with 136 seventh-grade students in two rounds. Data were gathered from pre- and post-mathematics self-efficacy tests, interviews, classroom observation records and reflective journals, to identify which design features promote or hinder students' learning and self-efficacy. Results revealed that adopting a well-designed ARLE is a viable way to promote students' learning and mathematics self-efficacy, and the success of ARLE lies in (1) coherent tasks with proper time for self-exploration, progressive levels, useful problem contexts and a certain degree of open-endedness, and (2) sufficient technological affordances with strengthened authenticity, clarity and integrated media presentation, as well as engaging interactions with decent flexibility, embodied actions and feedback. These results validated the applicability of the proposed checklist for ARLE designers and practitioners in their design and implementation of ARLEs, within the domain of mathematics, physics and beyond.

Practitioner notes

What is already known about this topic

  • AR-based learning environments (ARLEs) have demonstrated substantial advantages in STEM education, but ARLEs can be a drawback if they are not adequately designed.
  • ARLE may facilitate students' mathematics self-efficacy, and relevant design features are underexplored.
  • Design-based research sustains interventions combining empirical research and theory-driven design of innovative learning environments, for example, ARLEs.

What this paper adds

  • Demonstrates the potential of ARLEs that can be used in classrooms to support STEM learning.
  • Identifies a collection of effective and ineffective design features of ARLEs that promote or hinder students' STEM learning and mathematics self-efficacy.
  • Tackles the challenges for the design of ARLEs for classrooms by taking AR technological affordances and the pedagogical perspective together.

Implications for practice and/or policy

  • Five ARLEs for STEM topics were developed and implemented in secondary schools.
  • Evidence of positive impacts of ARLEs on students' learning and mathematics self-efficacy.
  • Our research produces useful guidelines for designers and practitioners in their development and implementation of ARLEs in real classrooms.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信