Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning

doi:10.1080/10494820.2014.982131

CNU IR > College of Smart Living > Dept. of Multimedia and Game Development > Periodical Articles > Item 310902800/30954

Please use this identifier to cite or link to this item: https://ir.cnu.edu.tw/handle/310902800/30954

Title:	Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning
Authors:	Chang, Rong-Chi Chung, Liang-Yi Huang, Yong-Ming
Contributors:	Asia Univ, Dept Digital Media Design China Med Univ, China Med Univ Hosp, Dept Med Res Chihlee Inst Technol, Dept Appl English Chia Nan Univ Pharm & Sci, Dept Appl Informat & Multimedia
Keywords:	augmented reality plant education curriculum constructivist learning digital video
Date:	2016
Issue Date:	2018-01-18 11:38:38 (UTC+8)
Publisher:	Routledge Journals, Taylor & Francis Ltd
Abstract:	The learning of plants has garnered considerable attention in recent years, but students often lack the motivation to learn about the process of plant growth. Also, students are not able to apply what they have learned in class in the form of observation, since plant growth takes a long time. In this study, we use augmented reality (AR) technology to develop the ARFlora system, which can assist students in observing the changes in plant growth while in the classroom. More specifically, students are able to use AR markers to manipulate various virtual objects (e.g. sunlight) and observe the changes they have on plant growth. Meanwhile, a quasi-experimental evaluation is in place to substantiate the effectiveness of ARFlora in the learning of plants and to compare it with digital video learning. In the quasi-experimental design, 55 elementary-school students participated in the study. The participants are divided into two groups, an "experimental group" and a "control group." The experimental group was taught using the ARFlora system, while the control group was taught by employing the digital video. Results show that (1) ARFlora and digital video have the same effectiveness on student's learning outcomes; (2) ARFlora is more effective in helping students retain learned knowledge; and (3) ARFlora is comparatively more useful in motivating students to learn about plants.
Relation:	Interactive Learning Environments, v.24 n.6, pp.1245-1264
Appears in Collections:	[Dept. of Multimedia and Game Development] Periodical Articles

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