| dc.description.abstract | In traditional teaching methods, teachers often deliver knowledge through paper-based materials, which limits students′ ability to apply knowledge in real-world contexts. To promote practical application of learning, context-based learning emphasizes the integration of learning content with real-world situations, allowing learners to apply knowledge and skills in authentic environments. To bring real-world contexts into conventional classrooms, researchers have started developing digital context-based learning systems using virtual reality (Ahuja et al.) and augmented reality (AR) technologies. However, existing context-based learning systems primarily rely on mouse or other controllers to interact with virtual avatars and objects in digital environments, lacking interaction with physical objects, resulting in a weaker connection between learners and applied contexts.
Therefore, this study designs a digital twin augmented reality learning system that incorporates users and physical objects. Through stereo vision cameras, users and their surrounding physical environments are merged into the digital environment. Teachers can convert textbook content into contextual teaching materials using the editing system, enabling students to learn relevant knowledge by interacting with physical objects in the digital context. Experimental results demonstrate that the learning mode involving physical object manipulation effectively enhances learners′ learning outcomes. Questionnaire and interview data further indicate that the context-based learning system, integrating object tracking and digital twin design, positively impacts learners′ motivation, task value, and self-performance. | en_US |