The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) system affects learners’ knowledge construction behaviors and learning performances. In this study, 20 undergraduate students were recruited and divided into dyads to discuss given questions with the assistance of mobile collaborative AR system named AR Physics. The participants’ knowledge regarding elastic collision was evaluated through a pretest and a post test that occurred right after the treatment. Learners’ knowledge construction behaviors were qualitatively identified according to a selected coding scheme and then were analyzed by adopting sequential analysis. The results indicated that learners significantly gained their knowledge on the topic of elastic collision after completing the given task by manipulating AR Physics system. Furthermore, sequential patterns of learners’ behaviors during knowledge construction activities were identified.
History
Publication title
Proceedings of 2012 12th IEEE International Conference on Advanced Learning Technologies
Editors
J Whyte
Pagination
113-115
ISBN
978-0-7695-4702-2
Department/School
School of Information and Communication Technology
Publisher
IEEE
Place of publication
USA
Event title
2012 12th IEEE International Conference on Advanced Learning Technologies
Event Venue
Rome, Italy
Date of Event (Start Date)
2012-07-04
Date of Event (End Date)
2012-07-06
Rights statement
Copyright 2012 IEEE
Repository Status
Restricted
Socio-economic Objectives
Information systems, technologies and services not elsewhere classified