Tablet-based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self-efficacy

被引：72
作者：
Cai, Su [1 ,2 ,3 ]
Liu, Enrui [4 ]
Yang, Yang [4 ]
Liang, Jyh-Chong [5 ,6 ]
机构：
[1] Beijing Normal Univ, Sch Educ Technol, Fac Educ, Beijing, Peoples R China
[2] Beijing Normal Univ, Beijing Adv Innovat Ctr Future Educ, Beijing, Peoples R China
[3] Beijing Normal Univ, Joint Lab Mobile Learning, Minist Educ, China Mobile Commun Corp, Beijing, Peoples R China
[4] Beijing Normal Univ, Sch Educ Technol, 19 XinJieKouWai Ave, Beijing, Peoples R China
[5] Natl Taiwan Normal Univ, Program Learning Sci, Taipei, Taiwan
[6] Natl Taiwan Normal Univ, Inst Res Excellence Learning Sci, Taipei, Taiwan
来源：
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | 2019年 / 50卷 / 01期
基金：
中国国家自然科学基金;
关键词：
HIGH-SCHOOL-STUDENTS; AUGMENTED REALITY; EPISTEMOLOGICAL BELIEFS; GEOMETRY EDUCATION; SCIENCE; STATISTICS;
D O I：
10.1111/bjet.12718
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Most studies of Augmented Reality (AR) in education have considered students' learning outcomes and motivation. Previous studies have revealed that AR has the potential to help students learn abstract conceptions in mathematics. In this paper, a series of statistics and probability lessons using AR installed on tablets was designed and developed to examine the effect of the AR technology by comparing the conceptions and learning approaches of junior high school students with different levels of self-efficacy. A total of 101 students were divided into two groups based on their mathematics learning self-efficacy. The analysis of the results shows that AR applications in mathematics courses can help students with higher self-efficacy to pay closer attention to higher level conceptions. It can also help higher self-efficacy students to apply more advanced strategies when learning mathematics.
引用
收藏
页码：248 / 263
页数：16
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