AugmentedReality (AR)provides newpossibilities for simulating teaching environments, experiencing... more AugmentedReality (AR)provides newpossibilities for simulating teaching environments, experiencing teachingprocesses and promoting teaching interaction through certain teaching approaches, including virtual-real blended, real-time interactive or three-dimensional immersive. This paper first briefly introduces the present research status of implementing AR in education and then illustrates the 3D AR learning environment and the long-distance augmented video system. Furthermore, we explain a specific case in which the convex lens image-forming experiment was adopted as the material andwe conducted an interactive and integrated image-forming experiment usingAR technology to improve teaching. The case study was mainly to investigate the learning attitudes of the experimental group students by using AR instructional applications and to compare the difference in the learning achievements of eighth graders with the convex lens imageforming experiment in two learning environments. Themean sc...
ABSTRACT This study examined the effects of students’ construction of computer-based educational ... more ABSTRACT This study examined the effects of students’ construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.
This study examined the effects of students’ construction of computerbased
educational games, usi... more This study examined the effects of students’ construction of computerbased educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretestposttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratchbased mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.
Augmented Reality (AR) provides new possibilities for simulating teaching environments, experienc... more Augmented Reality (AR) provides new possibilities for simulating teaching environments, experiencing teaching processes and promoting teaching interaction through certain teaching approaches, including virtual-real blended, real-time interactive or three-dimensional immersive. This paper first briefly introduces the present research status of implementing AR in education and then illustrates the 3D AR learning environment and the long-distance augmented video system. Furthermore, we explain a specific case in which the convex lens image-forming experiment was adopted as the material and we conducted an interactive and integrated image-forming experiment using AR technology to improve teaching. The case study was mainly to investigate the learning attitudes of the experimental group students by using AR instructional applications and to compare the difference in the learning achievements of eighth graders with the convex lens imageforming experiment in two learning environments. The mean scores of the experimental group increased more significantly than the mean scores of the control group; however, there appeared to be no significant difference in the mean scores between the two groups in post-tests. In addition, most students were found to have positive attitudes towards using AR for their learning in physics courses: they believe that AR instructional applications hold their attention and increase their learning motivation in physics courses. The results show that this learning environment that blends reality with virtuality will greatly stimulate the learning interests of students and promote their level of activity, suggesting significant potential for this learning application in practice.
AugmentedReality (AR)provides newpossibilities for simulating teaching environments, experiencing... more AugmentedReality (AR)provides newpossibilities for simulating teaching environments, experiencing teachingprocesses and promoting teaching interaction through certain teaching approaches, including virtual-real blended, real-time interactive or three-dimensional immersive. This paper first briefly introduces the present research status of implementing AR in education and then illustrates the 3D AR learning environment and the long-distance augmented video system. Furthermore, we explain a specific case in which the convex lens image-forming experiment was adopted as the material andwe conducted an interactive and integrated image-forming experiment usingAR technology to improve teaching. The case study was mainly to investigate the learning attitudes of the experimental group students by using AR instructional applications and to compare the difference in the learning achievements of eighth graders with the convex lens imageforming experiment in two learning environments. Themean sc...
ABSTRACT This study examined the effects of students’ construction of computer-based educational ... more ABSTRACT This study examined the effects of students’ construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.
This study examined the effects of students’ construction of computerbased
educational games, usi... more This study examined the effects of students’ construction of computerbased educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretestposttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratchbased mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students’ equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology.
Augmented Reality (AR) provides new possibilities for simulating teaching environments, experienc... more Augmented Reality (AR) provides new possibilities for simulating teaching environments, experiencing teaching processes and promoting teaching interaction through certain teaching approaches, including virtual-real blended, real-time interactive or three-dimensional immersive. This paper first briefly introduces the present research status of implementing AR in education and then illustrates the 3D AR learning environment and the long-distance augmented video system. Furthermore, we explain a specific case in which the convex lens image-forming experiment was adopted as the material and we conducted an interactive and integrated image-forming experiment using AR technology to improve teaching. The case study was mainly to investigate the learning attitudes of the experimental group students by using AR instructional applications and to compare the difference in the learning achievements of eighth graders with the convex lens imageforming experiment in two learning environments. The mean scores of the experimental group increased more significantly than the mean scores of the control group; however, there appeared to be no significant difference in the mean scores between the two groups in post-tests. In addition, most students were found to have positive attitudes towards using AR for their learning in physics courses: they believe that AR instructional applications hold their attention and increase their learning motivation in physics courses. The results show that this learning environment that blends reality with virtuality will greatly stimulate the learning interests of students and promote their level of activity, suggesting significant potential for this learning application in practice.
Uploads
Papers by Chiang ken
educational games, using Scratch, on their mathematical
equation-solving performance and their attitudes towards learning
mathematics with the assistance of technology. A one-group, pretestposttest
quasi-experimental study design, was adopted. A total of 89
seventh grade students from three classes at a public school in Beijing,
China, offering 9 years of compulsory education, participated in Scratchbased
mathematical game-making activities. Data were collected via an
equations-solving test, surveys, interviews and member checking, and
pairwise t-tests were performed for data analysis. The results indicated
significant improvements in students’ equation-solving performance and
in their attitudes towards learning mathematics with the assistance of
technology.
educational games, using Scratch, on their mathematical
equation-solving performance and their attitudes towards learning
mathematics with the assistance of technology. A one-group, pretestposttest
quasi-experimental study design, was adopted. A total of 89
seventh grade students from three classes at a public school in Beijing,
China, offering 9 years of compulsory education, participated in Scratchbased
mathematical game-making activities. Data were collected via an
equations-solving test, surveys, interviews and member checking, and
pairwise t-tests were performed for data analysis. The results indicated
significant improvements in students’ equation-solving performance and
in their attitudes towards learning mathematics with the assistance of
technology.