Impacts of an augmented reality-based flipped learning guiding approach on students' scientific project performance and perceptions
By Shao-Chen Chang, Gwo-Jen Hwang. Comput. Educ., 2018
361 citations recorded by the source corpus.
Abstract In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy.
Subfields: Computer Vision and Pattern Recognition, Education, Information Systems
View Paper: https://www.semanticscholar.org/paper/faa93f63d12517e5bcbbd86019ae71c64a80cf2c
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In Computer Vision and Pattern Recognition
In Education
In Information Systems
Citations in the corpus
- The challenges of entering the metaverse: An experiment on the effect of extended reality on workload (2022, neutral): “Prior studies also indicate that XR can in fact increase performance (e.g., Chang & Hwang, 2018; Kim et al., 2018).”
- Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “Research reported enhanced student subject self-efficacy (Abdelrahman et al., 2017; Chaipidech & Srisawasdi, 2016) and technology selfefficacy (Chang & Hwang, 2018; Huang & Hong, 2016), with Hwang and Lai (2017) finding that a flipped learning approach using an interactive eBook was more effective…”