The effect of using theodolite 3D AR in teaching measurement error on learning outcomes and satisfaction of civil engineering students with different spatial ability

• Published in: Interactive learning environments Vol. 31; no. 5; pp. 2722 - 2736
• Main Authors: Weng, Cathy, Puspitasari, Dani, Tran, Khanh Nguyen Phuong, Feng, Pei Jie, Awuor, Nicholas O., Matere, Isaac Manyonge
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 04.07.2023; Taylor & Francis Ltd
• Subjects: Applications in subject areas; augmented and virtual reality; Augmented reality; Civil Engineering; Comparative Analysis; Computer Simulation; Computer Software; Control Groups; Educational objectives; Engineering Education; Error analysis; Error of Measurement; Experimental Groups; Foreign Countries; High School Students; improving classroom teaching; Instructional Materials; Learning; Learning Processes; Measurement errors; Multimedia; Multimedia Instruction; Outcomes of Education; pedagogical issues; Spatial Ability; Spatial analysis; Student Attitudes; Students; Teaching Methods; teaching/learning strategies; Vocational High Schools; Taiwan
• ISSN: 1049-4820; 1744-5191
• DOI: 10.1080/10494820.2021.1898989

The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students' learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students' learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study.