增强现实
计算机科学
认知
沉浸式(数学)
学习环境
知识获取
人机交互
德雷福斯技能获得模型
心理学
知识管理
数学教育
数学
经济增长
经济
神经科学
纯数学
作者
Joerg Zumbach,Lena von Kotzebue,Constanze Pirklbauer
标识
DOI:10.1177/07356331211062945
摘要
Augmented Reality (AR) has become an emerging educational technology in classroom practice and science education. While most research and contemporary meta-analyses reveal benefits with regard to knowledge acquisition and motivation of Augmented Reality–based learning environments, most of the studies lack a clear and fair control condition. In this research, we compared an AR-based learning environment with a paper-based learning environment for self-directed learning about the human digestive system. In an experiment, we examined the effects of these two conditions for knowledge acquisition, cognitive load, and experience of flow and immersion. Results reveal significantly higher outcomes in favor of the text-based instruction with regard to conceptual domain knowledge and mental representation of the human digestive system and its involved organs. Positive effects of the AR learning environment are limited to a higher experience of immersion.
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