Please use this identifier to cite or link to this item:
https://doi.org/10.1016/j.compedu.2013.05.011
DC Field | Value | |
---|---|---|
dc.title | An investigation of learners' collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system | |
dc.contributor.author | Lin, T.-J. | |
dc.contributor.author | Duh, H.B.-L. | |
dc.contributor.author | Li, N. | |
dc.contributor.author | Wang, H.-Y. | |
dc.contributor.author | Tsai, C.-C. | |
dc.date.accessioned | 2014-06-17T02:38:28Z | |
dc.date.available | 2014-06-17T02:38:28Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | 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 | |
dc.identifier.issn | 03601315 | |
dc.identifier.uri | http://scholarbank.nus.edu.sg/handle/10635/55040 | |
dc.description.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. | |
dc.description.uri | http://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1016/j.compedu.2013.05.011 | |
dc.source | Scopus | |
dc.subject | Cooperative/collaborative learning | |
dc.subject | Evaluation of CAL systems | |
dc.subject | Interactive learning environments | |
dc.subject | Simulations | |
dc.subject | Virtual reality | |
dc.type | Article | |
dc.contributor.department | ELECTRICAL & COMPUTER ENGINEERING | |
dc.description.doi | 10.1016/j.compedu.2013.05.011 | |
dc.description.sourcetitle | Computers and Education | |
dc.description.volume | 68 | |
dc.description.page | 314-321 | |
dc.description.coden | COMED | |
dc.identifier.isiut | 000324080800030 | |
Appears in Collections: | Staff Publications |
Show simple item record
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.