Publication:
Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments

dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorUriarte Portillo, Aldo
dc.contributor.authorIbáñez Espiga, María Blanca
dc.contributor.authorZatarain Cabada, Ramón
dc.contributor.authorBarrón Estrada, María Lucía
dc.contributor.funderComunidad de Madrides
dc.contributor.funderMinisterio de Ciencia e Innovación (España)es
dc.date.accessioned2022-06-08T07:50:48Z
dc.date.available2022-06-08T07:50:48Z
dc.date.issued2022-05
dc.description.abstractAugmented reality (AR)-based learning environments are argued to foster cognitive and emotional involvement. Immersion has been identified as one of the driving forces that promote learning in technology-based learning environments. This study evaluated the learning effectiveness and immersion appeal of an AR-marker-based learning activity targeted at practicing basic chemistry concepts. Data were collected from a cohort of 124 middle school students in Mexico and analyzed using pretest–posttest comparisons and cluster analysis. The results suggest that students with higher immersive learning profiles achieve better learning outcomes compared with those with lower immersive profiles.en
dc.description.sponsorshipThe authors acknowledge the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. P2018/TCS-4307. This work also received partial support from FEDER/Ministerio de Ciencia, Innovación y Universidades—Agencia Estatal de Investigación through project Smartlet (TIN2017-85179-C3-1-R) and received partial support from MCIN/AEI/10.13039/501100011033. The publication is part of the I+D+i project “H2O Learn” (PID2020-112584RB-C31). We also acknowledge the program PRODEP in Mexico that supported this work (511-6/2019-8474).en
dc.format.extent11
dc.identifier.bibliographicCitationUriarte-Portillo, A., Ibáñez, M.-B., Zataraín-Cabada, R., & Barrón-Estrada, M.-L. (2022). Higher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environments. In Information, 13(5), 218-229en
dc.identifier.doihttps://doi.org/10.3390/info13050218
dc.identifier.issn2078-2489
dc.identifier.publicationfirstpage218
dc.identifier.publicationissue5
dc.identifier.publicationlastpage229
dc.identifier.publicationtitleInformation (Switzerland) (Information (Switzerland))en
dc.identifier.publicationvolume13
dc.identifier.urihttps://hdl.handle.net/10016/35025
dc.identifier.uxxiAR/0000030665
dc.language.isoengen
dc.publisherMDPI AGen
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDGobierno de España. PID2020-112584RB-C31es
dc.relation.projectIDComunidad de Madrid. P2018/TCS-4307es
dc.relation.projectIDGobierno de España. MCIN/AEI/10.13039/501100011033es
dc.rights© 2022 by the authors. Licensee MDPI, Basel, Switzerland.en
dc.rightsAtribución 3.0 España*
dc.rights.accessRightsopen accessen
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/es/*
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherAugmented realityen
dc.subject.otherImmersionen
dc.subject.otherInteractive learning environmentsen
dc.subject.otherApplications in subject areasen
dc.titleHigher Immersive Profiles Improve Learning Outcomes in Augmented Reality Learning Environmentsen
dc.typeresearch article*
dc.type.hasVersionVoR*
dspace.entity.typePublication
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