Please use this identifier to cite or link to this item: https://doi.org/10.1016/j.compedu.2013.05.011
Title: An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system
Authors: Lin, T.-J.
Duh, H.B.-L. 
Li, N.
Wang, H.-Y.
Tsai, C.-C.
Keywords: Cooperative/collaborative learning
Evaluation of CAL systems
Interactive learning environments
Simulations
Virtual reality
Issue Date: 2013
Source: Lin, T.-J., Duh, H.B.-L., Li, N., Wang, H.-Y., Tsai, C.-C. (2013). An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers and Education 68 : 314-321. ScholarBank@NUS Repository. https://doi.org/10.1016/j.compedu.2013.05.011
Abstract: The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) simulation system affects learners' knowledge construction behaviors and learning performances. In this study, 40 undergraduate students were recruited and divided into dyads to discuss a given task either with the assistance of a mobile collaborative AR system or traditional 2D simulation system. The participants' knowledge acquisition regarding elastic collision was evaluated through a pre-test and a post-test comparison. Learners' knowledge construction behaviors were qualitatively identified according to an adapted three-category coding scheme including construction of problem space (PS), construction of conceptual space (CS), and construction of relations between conceptual and problem space (CPS), and were then analyzed by adopting lag sequential analysis. The results indicated that the learners who learned with the AR system showed significant better learning achievements than those who learned with the traditional 2D simulation system. Furthermore, the sequential patterns of the learners' behaviors were identified, including three sustained loops (PS→PS, CS→CS, CPS→CPS), a bi-directional path between the PS and CPS activities (PSâ†) © 2013 Elsevier Ltd. All rights reserved.
Source Title: Computers and Education
URI: http://scholarbank.nus.edu.sg/handle/10635/55040
ISSN: 03601315
DOI: 10.1016/j.compedu.2013.05.011
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