Students' online interactive patterns in augmented reality-based inquiry activities

NCUIR > College of Electrical Engineering & Computer Science > Department of Computer Science and information Engineering > journal & Dissertation > Item 987654321/107319

Please use this identifier to cite or link to this item: https://ir.lib.ncu.edu.tw/handle/987654321/107319

Title:	Students' online interactive patterns in augmented reality-based inquiry activities
Authors:	楊鎮華;Chiang, Tosti H.C.;Yang, Stephen J.H.;Hwang, Gwo-Jen
Contributors:	資訊電機學院資訊工程學系
Keywords:	Augmented reality;Cooperative/collaborative learning;Education;Elementary education;Interactive;Interactive learning environments;Learning;Movements;Strategy;Students;Teachers;Teaching/learning strategies
Date:	2014-01-01
Issue Date:	2026-04-23 14:07:41 (UTC+8)
Publisher:	Elsevier Ltd.;Elsevier Ltd
Abstract:	摘要： Inquiry learning has been developing for years and many countries have incorporated inquiry learning into the scope of K-12 education. Educators have indicated the importance of engaging students in knowledge-sharing activities during the inquiry learning process. In this study, a location-based augmented reality (AR) environment with a five-step guiding mechanism is developed to guide students to share knowledge in inquiry learning activities. To evaluate the effectiveness of the proposed approach in terms of promoting the knowledge sharing behaviors of students, an experiment has been conducted in an elementary school natural science course. The participants were 57 fourth-grade students from an elementary school in Northern Taiwan, divided into an experimental group of 28 students who learned with the AR-based approach and a control group of 29 students who learned with the conventional in-class mobile learning approach. The students' learning behaviors, including their movements in the real-world environment and interactions with peers, were recorded. Accordingly, the learning patterns and interactions of the two groups were analyzed via lag-sequential analysis and quantitative content analysis. It was found that, in comparison with the conventional inquiry-based mobile learning activity, the AR-based inquiry learning activity is able to engage the students in more interactions for knowledge construction. The findings of this study provide guidance for helping teachers develop effective strategies and learning designs for conducting inquiry-based learning activities. •An AR environment will guide students to share knowledge in inquiry activities.•This integration enables learners to become immersed in the learning process.•Learners can achieve high phases of knowledge construction.•The study engages the students in more interactions for knowledge construction.•The findings provide guidance for teachers developing effective learning designs. 出版者： Elsevier Ltd 出版日期： 2014-09-01 出處： Computers and education, 2014-09, Vol.78, p.97-108 資源來源： Elsevier ScienceDirect Journals Complete - Autoholdings 版權： 2014 Elsevier Ltd 識別號： ISSN: 0360-1315 識別號： EISSN: 1873-782X 識別號： DOI: 10.1016/j.compedu.2014.05.006
Appears in Collections:	[Department of Computer Science and information Engineering] journal & Dissertation

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