Support for augmented reality simulation systems: the effects of scaffolding on learning outcomes and behavior patterns

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dc.contributor.author Ibáñez Espiga, María Blanca
dc.contributor.author Di Serio, Angela
dc.contributor.author Villaran Molina, Diego
dc.contributor.author Delgado Kloos, Carlos
dc.date.accessioned 2022-10-03T10:20:08Z
dc.date.available 2022-10-03T10:20:08Z
dc.date.issued 2016-03-16
dc.identifier.bibliographicCitation IEEE Transactions on Learning Technologies, (2016), 9(1), pp.: 46-56.
dc.identifier.issn 1939-1382
dc.identifier.uri http://hdl.handle.net/10016/35831
dc.description.abstract An AR-based simulation system that integrates background knowledge and experimental support (AR-SaBEr) was designed as a learning tool for teaching basic principles of electricity to ninth-grade students. The aim of this study was to investigate how supporting the learner focus on meaningful activities affects behavior and learning performance. The sample was 82 students, who were randomly assigned to two groups. The control group used AR-SaBEr with no support for recommending activities. The experimental group had personalized extra support designed to help learners focus on the subject matters that they did not master. The study found that learners from the experimental group showed better learning achievements than those who participated in the control group. Furthermore, learners' behavioral patterns were dependent upon the support received. Learners from the control group were more willing to browse information about activities than to read about the subject before experimenting. Learners from the experimental group browsed information about prior to carrying them out and read about the subject matter prior to experimentation. The observed behavioral patterns and learning achievements suggest that in augmented reality based simulation environments, it is worth providing mechanisms to focus the attention of students on the most relevant topics for them.
dc.description.sponsorship This work was supported in part by the Spanish projects EEE CICYT (TIN2011-28308-C03-01), RESET-UC3M: Reformulando Ecosistemas Escalables Educativos under the grant CICYT (TIN2014-53199-C3-1-R) and eMadrid under the grant S2013/ICE-2715.
dc.format.extent 10
dc.language.iso eng
dc.publisher IEEE
dc.rights © 2015 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.
dc.subject.other Augmented reality
dc.subject.other Behavioral pattern
dc.subject.other Computer simulations
dc.subject.other Scaffolding
dc.subject.other Science learning
dc.title Support for augmented reality simulation systems: the effects of scaffolding on learning outcomes and behavior patterns
dc.type research article
dc.description.status Publicado
dc.subject.eciencia Telecomunicaciones
dc.identifier.doi https://doi.org/10.1109/TLT.2015.2445761
dc.rights.accessRights open access
dc.relation.projectID Gobierno de España. TIN2011-28308-C03-01
dc.relation.projectID Comunidad de Madrid. S2013/ICE-2715
dc.relation.projectID Gobierno de España. TIN2014-53199-C3-1-R
dc.identifier.publicationfirstpage 46
dc.identifier.publicationissue 1
dc.identifier.publicationlastpage 56
dc.identifier.publicationtitle IEEE Transactions on Learning Technologies
dc.identifier.publicationvolume 9
dc.identifier.uxxi AR/0000017936
dc.contributor.funder Comunidad de Madrid
dc.contributor.funder Comisión Interministerial de Ciencia y Tecnología (España)
dc.affiliation.dpto UC3M. Departamento de Ingeniería Telemática
dc.affiliation.grupoinv UC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)
dc.type.hasVersion AM
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