國立虎尾科技大學 |

Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience./
作者:	Wonaphotimuke, Anantaya.
面頁冊數:	1 online resource (208 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
Contained By:	Dissertations Abstracts International84-12B.
標題:	Psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798379653507

Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience.
Wonaphotimuke, Anantaya.

Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience. - 1 online resource (208 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

Augmented Reality (AR) technology has gained increasing attention within educational spaces, such as museums and academic institutions due to advancements in computing power and technology. AR technology affords learning activities that would be impractical to implement in physical environments by allowing superimposed additional information on to the real world (Steffen et al., 2019). Recent works have shown that AR technology has a significant potential to engage learners, elicit situational interest, and increase learning performance among learners due to the novelty that the technology brings in. However, there are opportunities for research on the novelty and the use of AR technology for learning from a design perspective that can be add to the corpus of literature in Design. Thus, this dissertation studies the influence of a mobile AR learning environment intervention on college students' learning outcomes and learning experience. This dissertation involves two stages: (1) prototype design and pilot study; and (2) intervention sessions. In the first stage, through various design methods (e.g., artifactcontent and task analyses, prototyping, and usability testing), the researcher developed a working prototype of a mobile AR learning environment. This environment consisted of ten learning experiences in total, and utilized different interactive strategies to present information that aligned with learning content in relation to the learning task for each concept. In the second stage, the data were collected during intervention sessions, where 57 undergraduate college students were randomly assigned to one of two conditions: control (using traditional learning media: textbook) vs. AR intervention (using mobile AR learning environment along with traditional learning media). During intervention sessions, participants were asked to learn a theoretical concept via 15 pages of reading, either with or without the mobile AR learning environment. Video and screen recordings were administered during the learning activity. Both groups answered a pre-activity survey and a pre-test of comprehension prior to the learning activity. After completing the learning activity, both groups answered a post-test of comprehension, a post-activity survey based on an adapted Situational Interest (SI) survey and Augmented Reality Immersion (ARI) survey, and a retention test. Lastly, both groups participated in a semi-structured interview.Findings did not suggest any difference in comprehension between the two conditions. While participants in the control group had greater learning gains on average, comprehension results were not statistically significant. In terms of knowledge retention, while participants in the AR intervention group had greater retention scores on average, findings did not suggest any difference in retention score between the two conditions as retention results were not statistically significant. The interaction analysis suggested that participants in the control group exhibited more frequent note-taking behaviors than the AR intervention group, which might have resulted in overall better performance in the comprehension test. However, participants in the AR intervention spent significantly more time to complete the learning tasks, and they exhibited multitasking behaviors where there was a need to switch learning-related tasks between different learning materials and tools.Findings also suggested that the use of mobile AR learning environments can trigger situational interest, positive affective responses, and immersion in terms of attraction, time investment, focus and attention, more than traditional learning materials (textbook). Lastly, findings indicated that novelty, usability of technology and design of the mobile AR learning environment, interaction, motivating factors (e.g., goal), and comprehension are all contributing factors to the experiential aspect of the learning process.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379653507Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience.
LDR:05307ntm a22003377 4500 001 1145254
005 20240618081800.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379653507
035 $a (MiAaPQ)AAI30463949
035 $a (MiAaPQ)NCState_Univ18402040711
035 $a AAI30463949
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Wonaphotimuke, Anantaya. $3 1470511
245 1 0 $a Exploring the Influence of Mobile AR Learning Environment Intervention on College Students' Learning Outcomes and Learning Experience.
264 0 $c 2023
300 $a 1 online resource (208 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
500 $a Advisor: Chen, Karen;Peterson, Matthew;Jiang, Shiyan;Littlejohn, Deborah.
502 $a Thesis (Ph.D.)--North Carolina State University, 2023.
504 $a Includes bibliographical references
520 $a Augmented Reality (AR) technology has gained increasing attention within educational spaces, such as museums and academic institutions due to advancements in computing power and technology. AR technology affords learning activities that would be impractical to implement in physical environments by allowing superimposed additional information on to the real world (Steffen et al., 2019). Recent works have shown that AR technology has a significant potential to engage learners, elicit situational interest, and increase learning performance among learners due to the novelty that the technology brings in. However, there are opportunities for research on the novelty and the use of AR technology for learning from a design perspective that can be add to the corpus of literature in Design. Thus, this dissertation studies the influence of a mobile AR learning environment intervention on college students' learning outcomes and learning experience. This dissertation involves two stages: (1) prototype design and pilot study; and (2) intervention sessions. In the first stage, through various design methods (e.g., artifactcontent and task analyses, prototyping, and usability testing), the researcher developed a working prototype of a mobile AR learning environment. This environment consisted of ten learning experiences in total, and utilized different interactive strategies to present information that aligned with learning content in relation to the learning task for each concept. In the second stage, the data were collected during intervention sessions, where 57 undergraduate college students were randomly assigned to one of two conditions: control (using traditional learning media: textbook) vs. AR intervention (using mobile AR learning environment along with traditional learning media). During intervention sessions, participants were asked to learn a theoretical concept via 15 pages of reading, either with or without the mobile AR learning environment. Video and screen recordings were administered during the learning activity. Both groups answered a pre-activity survey and a pre-test of comprehension prior to the learning activity. After completing the learning activity, both groups answered a post-test of comprehension, a post-activity survey based on an adapted Situational Interest (SI) survey and Augmented Reality Immersion (ARI) survey, and a retention test. Lastly, both groups participated in a semi-structured interview.Findings did not suggest any difference in comprehension between the two conditions. While participants in the control group had greater learning gains on average, comprehension results were not statistically significant. In terms of knowledge retention, while participants in the AR intervention group had greater retention scores on average, findings did not suggest any difference in retention score between the two conditions as retention results were not statistically significant. The interaction analysis suggested that participants in the control group exhibited more frequent note-taking behaviors than the AR intervention group, which might have resulted in overall better performance in the comprehension test. However, participants in the AR intervention spent significantly more time to complete the learning tasks, and they exhibited multitasking behaviors where there was a need to switch learning-related tasks between different learning materials and tools.Findings also suggested that the use of mobile AR learning environments can trigger situational interest, positive affective responses, and immersion in terms of attraction, time investment, focus and attention, more than traditional learning materials (textbook). Lastly, findings indicated that novelty, usability of technology and design of the mobile AR learning environment, interaction, motivating factors (e.g., goal), and comprehension are all contributing factors to the experiential aspect of the learning process.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Cognitive psychology. $3 556029
650 4 $a Cognition & reasoning. $3 1372461
650 4 $a Emotions. $3 560966
650 4 $a Metacognition. $3 888337
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0621
710 2 $a North Carolina State University. $3 845424
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463949 $z click for full text (PQDT)