D-Learning
An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology
Bibliographic Data
| ID | 22046356 |
|---|---|
| Authors | Jadranko Tuta (0009-0006-4698-4094, Croatian Academy of Sciences and Arts), Ljerka Luić (0000-0002-2707-9367, University North, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 5 |
| Pages | 502 |
| Publication date | 2024-05-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14050502 |
| OpenAlex | W4396691335 |
| Language | EN |
| Citations received | 1 |
| References cited | 37 |
This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies
Augmented reality · Educational technology · Human–computer interaction · Mathematics education · Situated · Augmented Reality Applications · Computer Science · Educational Games and Gamification · Psychology · Virtual Reality Applications and Impacts · Artificial Intelligence
How is the use of technology in education evaluated? A systematic review
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning
Immersive Interfaces for Engagement and Learning
Foundations of Game-Based Learning
Advantages and challenges associated with augmented reality for education
The use of flipped classrooms in higher education
Augmented reality in education
Application of the Educational Game to Enhance Student Learning
Augmented Reality in Higher Education
Robot-Assisted Language Learning
Evaluation of user acceptance of mixed reality technology
Game On
Integrating augmented reality technology to enhance children’s learning in marine education
Digital resources and didactic methodology in the initial training of History teachers
Changing How and What Children Learn in School with Computer-Based Technologies
More Than Just Fun and Games
Situated Cognition and the Culture of Learning
Situated Learning
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |