Effects of learning physics using Augmented Reality on students’ self‐efficacy and conceptions of learning
Bibliographic Data
| ID | 21297481 |
|---|---|
| Authors | Su Cai (0000-0003-4543-0621, National Taiwan Normal University, corresponding author), Changhao Liu (0009-0005-8149-1351), Tao Wang (0000-0002-8367-8946), Enrui Liu (0000-0002-0171-9290), Jyh‐Chong Liang (0000-0002-2423-5950, National Taiwan Normal University, corresponding author) |
| Year | 2021 |
| Volume | 52 |
| Issue | 1 |
| Pages | 235-251 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13020 |
| OpenAlex | W3064819092 |
| Language | EN |
| Citations received | 36 |
| References cited | 28 |
The Augmented Reality (AR)‐based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self‐efficacy and conceptions of learning. This study developed an AR‐based wave‐particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self‐efficacy and conceptions of learning physics. A quasi‐experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4‐week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self‐efficacy, as indicated by understanding of concepts, higher‐level cognitive skills, practice and communication; (2) guide students to be more inclined to higher‐level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply
Augmented reality · Cognition · Educational technology · Mathematics education · Self-efficacy · Artificial Intelligence · Augmented Reality Applications · Computer Science · Mobile Learning in Education · Psychology · Reflective Practices in Education · Social Psychology
Augmented reality-assisted worksheets in promoting conceptual mastery and attitude in thermodynamics through battery sessions
Sources of mathematics and science self-efficacy in primary and secondary education
Designing Learning Materials of Indonesian Language Course based on Augmented Reality and Interactive Website for Blind Students
Teachers’ Perceptions of Augmented Reality in Education
Retracted Article
Retracted Article
Comparison of cognitive achievement model
Trends of academic achievement of higher education students in Ethiopia
School-based interventions to enhance academic self-efficacy in secondary education
A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching
Impact and Classification of Augmented Reality in Science Experiments in Teaching—A Review
Examining the Science Design Skills Competency among Science Preservice Teachers in the Post-Covid-19 Pandemic Period
A Combination of Real-World Experiments and Augmented Reality When Learning about the States of Wax—An Eye-Tracking Study
How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education
Innovation readiness for digital learning within the University 4.0 Model
Impact of augmented reality-enhanced biological taxonomy instruction on students’ knowledge gains and science motivation
Generative AI + AR
Learning with digital technology-facilitated empathy
Applying Augmented reality to enhance physics laboratory experience
Interaction analysis of teachers and students in inquiry class learning based on augmented reality by iFias and LSA
Augmenting experience with technologies
Investigation of virtual & augmented reality classroom learning environments in university STEM education
The effect of mobile image recognition-based augmented reality application on students’ acquisition of science processing skills and motivations to learn science
Developing Students’ Critical Thinking Skills and Argumentation Abilities Through Augmented Reality–Based Argumentation Activities in Science Classes
Ten years of augmented reality in education
The impact of virtual technology on students’ creativity
The effects of mobile technology usage on cognitive, affective, and behavioural learning outcomes in primary and secondary education
Teacher Support in Augmented Reality‐Enhanced Science Inquiry Learning in Primary Classrooms
Exploring augmented reality (AR) in science education
Supporting higher-order thinking skills in gifted students
Enhancing AR ‐based learning environments for STEM education
Timing matters
How Does Macrolearning Contribute to Self-Efficacy
The effects of AR-enhanced English Language Learning Experience on Students’ Attitudes, Self-Efficacy and Motivation
Beyond readiness
The influence of information technologies on creative and critical thinking of students / La influencia de las tecnologías de la información en el pensamiento crítico y creativo de los estudiantes
Meta-analysis of the impact of Augmented Reality on students’ learning gains
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
Integrating augmented reality into problem based learning
Conceptions of learning and knowledge in higher education
Self-efficacy
Factors affecting students’ self-efficacy in higher education
Augmented reality in science laboratories
Semiotics, memory and augmented reality
Integrating augmented reality technology to enhance children’s learning in marine education
| Unique citing works | 36 |
|---|---|
| Citations per year | 9 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 36 |