Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science

被引：7

作者：

Buchner, Josef ^{[1
]}

Kerres, Michael ^{[1
]}

机构：

[1] Univ Duisburg Essen, Learning Lab, Univ Str 2, D-45141 Essen, Germany

来源：

MULTIMODAL TECHNOLOGIES AND INTERACTION | 2021年 / 5卷 / 08期

关键词：

augmented reality; design-based learning; computer science education; motivation; learner-generated content; MIDDLE-SCHOOL SCIENCE; INQUIRY; CREATION; IMPLEMENTATION; INSTRUCTION; ACHIEVEMENT; KIRSCHNER; ATTITUDES; EDUCATION; SWELLER;

D O I：

10.3390/mti5080041

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

In this study, we report findings from the PCBuildAR project, in which students developed augmented reality (AR) artifacts following a guided design-based learning (DBL) approach. Sixty-two students participated in the study and were either in their first year to learn about computer science or were more experienced computer science students. In terms of learning performance, only the first-year students benefited from our guided DBL approach. In contrast, the experienced students were highly motivated to learn computer science not only immediately after the intervention, but also in the long term. For first-year students, this effect was only evident directly after the intervention. Overall, the guided DBL design proved to be effective for both motivation and learning, especially for younger students. For older learners, a better balance between guidance and autonomy is recommended.

引用

页数：16

共 58 条

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