The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning

Dados Bibliográficos

ID21490224
AutoresStephanie Moser (0000-0002-1564-447X, Technical University of Munich, autor correspondente), Doris Lewalter (0000-0002-4705-5645, Technical University of Munich)
Ano2024
Volume39
Fascículo4
Páginas3437-3462
Data de publicação2024-12-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEuropean Journal of Psychology of Education (JOURNAL)
Identificadores do periódicoISSN: 0256-2928 • E-ISSN: 1878-5174
EditoraSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10212-024-00813-w
OpenAlexW4392229343
IdiomaEN
Citações recebidas5
Referências citadas105

Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies

Cognitive psychology · Educational technology · Mathematics education · Mirroring · Perception · Augmented Reality Applications · Mobile Learning in Education · Psychology · Social Psychology · Virtual Reality Applications and Impacts