{"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, Xinyue Jiao, Su Cai, 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, Xinyue Jiao, Su Cai, 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}
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.
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.