RT Journal Article
T1 Support for augmented reality simulation systems: the effects of scaffolding on learning outcomes and behavior patterns
A1 Ibáñez Espiga, María Blanca
A1 Di Serio, Angela
A1 Villaran Molina, Diego
A1 Delgado Kloos, Carlos
AB 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.
PB IEEE
SN 1939-1382
YR 2016
FD 2016-03-16
LK https://hdl.handle.net/10016/35831
UL https://hdl.handle.net/10016/35831
LA eng
NO 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.
DS e-Archivo
RD 27 jul. 2024