1 research outputs found
Exploring Effective Environments for Using Tools in Small Group Science Learning with Manipulative Augmented Reality
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Ένν¬.The use of augmented reality (AR) in science education makes it easier for students to understand complex abstract concepts by visualizing unobservable phenomena. In addition, augmented reality provides students with interactive learning experiences through the manipulation and exploration of markers and virtual objects and facilitates interaction among students. Considering the media characteristics of augmented reality, one of the strategies for enhancing educational effectiveness is to utilize manipulative augmented reality in small group learning. However, in previous studies, it was found that there were differences in the number of markers and smart devices provided to each group. Augmented reality for observing virtual objects was mainly used. Markers and smart devices are not only tools of augmented reality, but also important elements of the learning environment that have an influence on the effectiveness of small group learning. Thus, it is necessary to compare environments for using tools and investigate the effective learning process in a manipulative augmented reality setting.
In this study, we compared instructional effects and discourse by environments for using tools in small group learning with manipulative augmented reality and analyzed interactions in the effective learning process. For this study, we developed a manipulative augmented reality of chemical bonding topics. Based on analysis of previous studies, we classified environments for using tools into the sharing tools environment and the individual tools environment. Each group of students in the sharing tools environment shares one marker and one smart device. In the individual tools environment, each student in the group has a marker and a smart device. We quantitatively compared the instructional effects of the sharing tools environment and the individual tools environment in terms of concept understanding, immersion, and situational interest (Study β
). We compared the discourse in small group learning by environments for using tools (Study β
‘). To deeply understand the effective learning process, we analyzed verbal interactions and physical interactions (Study β
’).
In Study I, we investigated the instructional effects of environments for using tools in small group learning with manipulative augmented reality based on the level of students' self-regulation. Sixty-four first-grade students from a coed high school in Seoul participated in this study. Students were divided into a group of four, and each group was randomly assigned to either the sharing tools environment or the individual tools environment. The sharing tools environment provided one marker and one smart device in each group, and the individual tools environment provided four markers and four smart devices in each group. The students participated in small group learning with augmented reality for 2 class hours about the chemical bonding concept from the Integrated Science subject. Prior to the instructions, the self-regulation test for learning was administered. After the instructions, the conception test, the immersion test, and the situational interest test were administered. Two-way ANOVA results revealed that scores of conception, immersion, and situational interest for the individual tools environment were significantly higher than those for the sharing tools environment. There were no significant interactions between the environments for using tools and the level of self-regulation in the scores of the conception test, the immersion test, and the situational interest test. The scores of the individual tools environment were significantly higher than those of the sharing tools environment in the antecedents, experiences, and effects factors, which are subcategories of immersion. In the analyses of situational interest, the scores of the individual tools environment were significantly higher than those of the sharing tools environment for all subcategories except the challenge.
In Study β
‘, we analyzed discourse in small group learning with manipulative augmented reality and investigated participation types, discourse types, and knowledge building processes by environments for using tools. First-grade high school students (N=24) were divided into a group of four, and six groups were assigned to the sharing tools environment and the individual tools environment. All students participated in small group learning with augmented reality for 2 class hours to learn the chemical bonding concept. All classes were audio- and video-taped in groups, and semi-structured interviews were conducted with six students. The results of the study revealed that the sharing tools environment had a high proportion of one-student dominating type, while the individual tools environment had a high proportion of partly participating type and most students participating type. The number and types of discourses were more diverse in the individual tools environment than in the sharing tools environment. The discourses in the individual tools environment also had a similar ratio of knowledge sharing and knowledge construction. In the sharing tools environment, the knowledge building process was only meaningful for some students. On the other hand, in the individual tools environment, most of the group members constructed correct knowledge about the target concept, and the misconceptions of some group members were corrected through small group discussions.
In Study β
’, we analyzed the verbal interactions, physical interactions, and the relevance of the verbal and physical interactions to comprehend the effective learning process. First-grade high school students (N=12) were organized into three groups of the individual tools environment. The small group activities with augmented reality were audio- and video-taped, and semi-structured interviews were conducted with three students. Verbal interactions were analyzed at the levels of an individual statement and an interaction unit, while physical interactions were analyzed with a focus on markers, virtual objects, and worksheets. The results revealed that the frequencies of statements at the information question/explanation and the direction question/explanation were high within individual statement units. Within interaction units of verbal interactions, the frequencies of reformative and cumulative interaction were relatively high. The frequencies of progress were also found to be high within both individual statement units and interaction units. Students' physical interactions were mainly conducted without meaningful verbal interactions. When their physical interactions were accompanied by knowledge construction-related verbal interaction, the frequencies of gazing at virtual objects and worksheet-related interactions were high. In contrast, various exploratory activities related to the manipulation of markers mainly appeared when they conducted physical interactions only or when their physical interactions were accompanied by management-related verbal interactions.
On the basis of the results, we discuss the effective environments for using tools in small group learning with manipulative augmented reality. In addition, we suggest educational implications for educators in designing educational strategies and implementing learning with augmented reality.κ³Όν κ΅μ‘μμ μ¦κ°νμ€μ κ΄μ°°νκΈ° μ΄λ €μ΄ νμμ μκ°ννμ¬ νμλ€μ΄ 볡μ‘νκ³ μΆμμ μΈ κ°λ
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ABSTRACT 220λ°