An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities

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题名:	An augmented reality-based mobile learning system to improve students' learning achievements and motivations in natural science inquiry activities
作者:	楊鎮華;Chiang, Tosti H. C;Yang, Stephen J. H;Hwang, Gwo-Jen
贡献者:	資訊電機學院資訊工程學系
关键词:	Academic Achievement;Active Learning;Augmented reality;Authentic Learning;College Science;Computer Simulation;Computers;Control groups;Cooperative Learning;Distance learning;Educational activities;Educational Change;Educational Environment;Educational Technology;Electronic Learning;Elementary Education;Elementary School Students;Elementary Schools;Experiential Learning;Foreign Countries;Full Length Articles;Grade 4;Group work in education;Handheld Devices;Influence of Technology;Informal Education;Inquiry;Inquiry method;Instructional Materials;Interaction;Interpersonal Relationship;Junior High Schools;Learning;Learning Activities;Learning Motivation;Learning Processes;Learning Strategies;Literature Reviews;Methods;Mobile communications networks;Mobile learning;Music Facilities;Pretests Posttests;Questionnaires;Science education;Sciences education;Students;Taiwan;Teachers;Team learning approach in education
日期:	2014-01-01
上传时间:	2026-04-23 13:14:28 (UTC+8)
出版者:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
摘要:	摘要： In this study, an augmented reality-based mobile learning system is proposed for conducting inquiry-based learning activities. An experiment has been conducted to examine the effectiveness of the proposed approach in terms of learning achievements and motivations. The subjects were 57 fourth graders from two classes taught by the same teacher in an elementary school in northern Taiwan. The experimental results showed that the proposed approach is able to improve the students' learning achievements. Moreover, it was found that the students who learned with the augmented reality-based mobile learning approach showed significantly higher motivations in the attention, confidence, and relevance dimensions than those who learned with the conventional inquiry-based mobile learning approach. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2014-10-01 出處： Educational Technology & Society, 2014-10, Vol.17 (4), p.352-365 資源來源： Chinese Electronic Periodical Services (CEPS)_2025 版權： Copyright 2014 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2014 International Forum of Educational Technology & Society 版權： 2014. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201410_17(4).0024
显示于类别:	[資訊工程學系] 期刊論文

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