You are here:

Immersive Augmented Reality: How Does it Compare to Interactive Technology When It Comes to Learning?
PROCEEDING

, , The University of Toledo, United States

Society for Information Technology & Teacher Education International Conference, in Online ISBN 978-1-939797-48-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Personal experiences can be accomplished through immersive technology such as augmented reality, a technology simulating real-world and authentic experiences. The type of experience, or authenticity of that experience, can influence learning outcomes, knowledge retention, and learner motivation. Immersive technologies have advanced to the point that they are not only accessible, but also user friendly, making them practical for classroom learning. This paper reports on a study investigating the results of using augmented reality immersive technology in a preservice teacher project-based learning experience in comparison to using technology that is only interactive but not immersive. Research examined how each of these technologies influenced knowledge attainment and retention, and preservice teacher motivation. Results indicated that the level of knowledge attainment and retention were inconclusive. However, the type of experience, whether immersive or interactive, did impact learning with immersive technology showing higher levels of motivation related to attention, relevance, confidence, and satisfaction in preservice teachers.

Citation

Lambert, J. & Arbogast, M. (2020). Immersive Augmented Reality: How Does it Compare to Interactive Technology When It Comes to Learning?. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1797-1803). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 3, 2021 from .

Slides