The DOI matches its Crossref record; 61 of the 61 references it cites were found in a registry or an index.
Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations
Abstract
Augmented reality (AR) has been recognized as a potential technology to help students link what they are observing in the real world to their prior knowledge. One of the most challenging issues of AR-based learning is the provision of effective strategy to help students focus on what they need to observe in the field. In this study, a competitive gaming approach is proposed to support AR-based learning activities conducted in real-world contexts. An experiment has been conducted on an elementary school ecology course to explore the effectiveness of the proposed approach in comparison with the conventional AR-based mobile learning approach in field trips. The experimental results show that the AR-based gaming approach can improve not only students' learning attitudes, but also their learning performance on the field trip. Accordingly, discussions and some suggestions for future work are provided.
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Cites
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Self-citationUsing game theory and Competition-based Learning to stimulate student motivation and performance
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Cited by
The state of immersive technology research: A literature analysis
Suh, A., & Prophet, J. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.04.019 · Cited by 841
Fidan, M., & Tuncel, M. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.103635 · Cited by 459
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Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis
Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00344-0 · Cited by 316
“The growth of the Internet and various emerging technologies (e.g., mobile technology, AR/VR, and 3D) provides students with personalized learning support opportunities in their education (Hou et al., 2014; Hwang et al., 2016; Su & Cheng, 2013a).”
BackgroundMethodSelf-citationAugmented reality in STEM education: a systematic review
Sırakaya, M., & Alsancak Sırakaya, D. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2020.1722713 · Cited by 282
Metadata
- Authors
- Hwang, G.-J., Wu, P.-H., Chen, C.-C., & Tu, N.-T.
- Venue
- Interactive Learning Environments
- Publisher
- Informa UK Limited
- Published
- 2015-06-25
- Volume
- 24
- Issue
- 8
- Pages
- 1895-1906
- ISSN
- 1049-4820 (ISSN-L)
- 1744-5191
- OpenAlex
- W2213611497
- Cited by
- 283
- References
- 61
- FWCI
- 7.51
- Type
- journal article
- Language
- en
- Open access
- closed
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- Hwang, G.-J., Wu, P.-H., Chen, C.-C., & Tu, N.-T. (2016). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments. https://doi.org/10.1080/10494820.2015.1057747
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
