The Effects of an Augmented Reality and ARCS-based Mobile Learning System on Students' Learning Achievement, Motivation and Flow Experience for Elementary School Astronomy Course
| Autor: | Ting-Yu Wang, 王亭豫 |
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| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 As time goes by, technology is closer to lives. Recently many schools have widely used technology to assist learning. Astronomy is difficult for elementary school students to understand. Because current methods of Astronomy teaching are always using traditional method to teach, students don’t stargaze anywhere and anytime or construct knowledge about related concept like celestial bodies characteristics. Therefore, using technology is a way to overcome the dilemma from teaching. Furthermore, Augmented Reality (AR) can overlap objects in real-world. People can interact with AR that is currently used in various fields to assist people’s lives. In this study, the researcher use AR and ARCS (Attention, Relevance, Confidence, Satisfaction) theory to design the system named “AR-based Cosmos Planet Go App” for learners. Students can use this App to understand the features for the planets. The researcher investigated whether the design of the activities can trigger students’ motivation during the process of learning, and whether students concentrated on the learning activities. In this study, 80 students were classified into 2 groups, the control group and the experimental group. The control group learned with the ARCS and lecturer centered narrative-based teaching method, while the experimental group learned with ARCS and AR-based learning App “AR-based Cosmos Planet Go App”. Every student had basic astronomy knowledge. All students took the pre-test before the learning activity begin. After the course, students were asked to take the achievement test and the interview. The experimental results indicated that the ARCS theory-based and AR-based learning approach (using “AR-based Cosmos Planet Go App”) had significant impacts on the students’ learning achievements, learning motivation and flow experience in comparison with the conventional ARCS theory-based approach. Furthermore, low level students in experimental group had higher learning achievements and learning motivation. This research also found that students’ learning achievements is significantly correlated with learning motivation and flow experience. The results of this research can provide a reference for the future instruction designing and planning and let students use effective learning method to learn astronomy. Furthermore, the results also investigate ARCS learning method and AR technology. Future work should focus on different teaching subject and learning strategy based on different theoretical backgrounds. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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