Exploring the Embodied Effect of AR-based Science Exploration
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Authors
EdMedia + Innovate Learning, Jun 20, 2017 in Washington, DC ISBN 978-1-939797-29-2
Abstract
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.
Citation
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 August 6, 2024 from https://www.learntechlib.org/p/178318.
© 2017 AACE