Exploring the Embodied Effect of AR-based Science Exploration PROCEEDING
Ming-Puu Chen, Szu-Ju Lin, National Taiwan Normal University, Taiwan
EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This pilot study aimed to examine the usability of an augmented reality (AR) learning activity and its effect of AR-based embodied-cognition on elementary student’s learning of lever principle with comparison to learning from digital simulation. Participants were fourth-grade students. The effect of type of technological learning (AR vs. VR) on participants’ learning performance in lever principle was investigated. The preliminary results revealed that the AR-based learning facilitated participants’ knowledge comprehension performance better than the digital simulation (VR) did, and that both the AR-based learning and the VR-based learning showed positive impacts on learners’ motivation.
Chen, M.P. & Lin, S.J. (2017). Exploring the Embodied Effect of AR-based Science Exploration. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 164-167). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved December 14, 2017 from https://www.learntechlib.org/p/178318/.
© 2017 AACE