Augmented reality-based simulators as discovery learning tools: an empirical study Articles uri icon

publication date

  • December 2015

start page

  • 208

end page

  • 213

issue

  • 3

volume

  • 58

international standard serial number (ISSN)

  • 0018-9359

electronic international standard serial number (EISSN)

  • 1557-9638

abstract

  • This paper reports empirical evidence on having students use AR-SaBEr, a simulation tool based on augmented reality (AR), to discover the basic principles of electricity through a series of experiments. AR-SaBEr was enhanced with knowledge-based support and inquiry-based scaffolding mechanisms, which proved useful for discovery learning in Web-based simulation environments. Learning performance factors evaluated included students' learning behavior while interacting with the system, AR-SaBEr's learning effectiveness, and students' motivation in using the AR-based simulation environment. The study suggests that AR simulators can be exploited as effective learning environments for learning the basic principles of electricity. It would, however, be necessary to consider a number of scaffolding options to improve the learning effectiveness of AR-based simulation environments when used with students who have low levels of either: 1) self-regulation skills, or 2) motivation to engage in AR-based simulation activities.

keywords

  • Augmented reality
    Computer simulation
    Learning effectiveness
    Mobile learning
    Physics education
    Self-regulation