Augmented Reality-Based Simulators as Discovery Learning Tools: An Empirical Study

• Published in: IEEE transactions on education Vol. 58; no. 3; pp. 208 - 213
• Main Authors: Ibanez, Maria-Blanca, Di-Serio, Angela, Villaran-Molina, Diego, Delgado-Kloos, Carlos
• Format: Journal Article
• Language: English
• Published: IEEE 01.08.2015; Institute of Electrical and Electronics Engineers, Inc
• Subjects: Augmented reality; Battery charge measurement; Computational modeling; Computer Simulation; Correlation; Educational Technology; Electricity; Encoding; Energy; Foreign Countries; Grade 9; learning effectiveness; Learning Strategies; Likert Scales; Metacognition; mobile learning; physics education; Questionnaires; Resistance; Science Experiments; Scientific Principles; Self Management; self-regulation; Simulated Environment; Statistical Analysis; Student Motivation; Teaching Methods; Technology Uses in Education; Spain (Madrid)
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2014.2379712

This paper reports empirical evidence on having students use AR-SaBEr, a simulation tool based on augmented reality (AR), to discover the basic principles of electricity through a series of experiments. AR-SaBEr was enhanced with knowledge-based support and inquiry-based scaffolding mechanisms, which proved useful for discovery learning in Web-based simulation environments. Learning performance factors evaluated included students' learning behavior while interacting with the system, AR-SaBEr's learning effectiveness, and students' motivation in using the AR-based simulation environment. The study suggests that AR simulators can be exploited as effective learning environments for learning the basic principles of electricity. It would, however, be necessary to consider a number of scaffolding options to improve the learning effectiveness of AR-based simulation environments when used with students who have low levels of either: 1) self-regulation skills, or 2) motivation to engage in AR-based simulation activities.