Listen and learn: Research paper Presentations with similar research topics are each assigned to round tables where hour-long discussions take place. Roundtables are intended to be more collaborative discussions about research.
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In the research of Technology-Enhanced Learning, technology plays a significant role in the learning and teaching processes, enhancing learning effectiveness and efficiency. Due to the immersive and interactive nature of these new technologies, they are believed to increase student satisfaction and help students gain a more comprehensive understanding of the learning content. Augmented reality, as a new type of learning tool for learners, raises important questions for educators and scholars about how to effectively integrate emerging technologies into teaching.
Furthermore, games are considered a form of metacommunication that can facilitate learning and increase interest and motivation in learning. Therefore, this study combines gaming mechanisms in instructional design to enhance the motivation of students with moderate to low academic achievements, subsequently boosting their confidence in learning.
To determine whether the integration of augmented reality into teaching can indeed achieve educational objectives, this study employed a quasi-experimental research design. Three classes from the sixth grade of a primary school in Taipei City were selected using convenience sampling. Two of these classes constituted the experimental group (55 students), while one class served as the control group (27 students), all participating in the instruction of the "Microorganisms and Food Preservation" unit.
The experimental group incorporated an augmented reality (AR) application designed by the research team, while the control group received conventional textbook-based instruction. Both groups of students underwent a "Science Concept Learning Achievement Test" before and after the instruction. Furthermore, to assess the instructional impact on the confidence and motivation of students with varying levels of achievement in science concept learning, the experimental group was further divided into three subgroups: low, medium, and high achievers. Data was collected through instructional surveys, feedback forms, and semi-structured interviews. Quantitative data analysis was performed using ANCOVA and Kruskal-Wallis tests. The study also included qualitative data analysis to confirm effectiveness.
1. The results of the ANCOVA indicate that students in the experimental group achieved similar learning outcomes in science concepts compared to the conventional teaching method that prioritizes science concept learning.
2. In the learner feedback forms, for learners with different levels of achievement, their performance in terms of motivation and confidence exceeded the score of 4 on the Likert five-point scale for more than half of the responses, with over 80% scoring above 3.
3. The Kruskal-Wallis test revealed no significant differences among high, medium, and low achievement groups in terms of motivation and confidence performance. This indicates that the integration of augmented reality in teaching brings the motivation and confidence of medium and low achieving students closer to that of high-achieving students.
4. Furthermore, interview data indicates that students of all achievement levels, whether high, medium, or low, felt that the integration of augmented reality into teaching increased their enjoyment of learning.
1. This study presents an application of AR combined with gaming elements as a new approach to science education.
2. The instructional model developed in this research can serve as a valuable reference for enhancing the motivation and confidence of medium and low achieving students in science.
3. The AR instructional materials designed in this study can provide participants for future endeavors in designing students' skills development in scientific inquiry and instructional design for science concepts.
Bayne, S. (2015). What's the matter with ‘technology-enhanced learning’?. Learning, media and technology, 40(1), 5-20.
Billinghurst, M. (2002). Augmented reality in education. New horizons for learning, 12(5), 1-5.
Chen, Y. H., & Wang, C. H. (2018). Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments. Interactive learning environments, 26(5), 695-708.
Hung, Y. H., Chen, C. H., & Huang, S. W. (2017). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252-266.
Liono, R. A., Amanda, N., Pratiwi, A., & Gunawan, A. A. (2021). A systematic literature review: learning with visual by the help of augmented reality helps students learn better. Procedia Computer Science, 179, 144-152.
Prenksy, M.(2001). Digital natives, digital immigrants. On the horizon, 9(5), 1-6.
Prensky, M. (2007). Digital game-based learning. New York: Paragon House.
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