Evaluation of AR embedded physical puzzle game on students' learning achievement and motivation on elementary natural science. Issue 4 (18th May 2020)

• Record Type: Journal Article
• Authors: Lu, Su-Ju; Liu, Ying-Chieh; Chen, Po-Ju; Hsieh, Mu-Rong
• Is Part Of: Interactive learning environments. Volume 28:Issue 4(2020)
• Page Start: 451
• Page End: 463
• Publication Date: 2020-05-18
• Subjects: Augmented reality -- AR-embedded physical puzzle game -- elementary natural science learning -- ARCS model of motivational design -- Cretaceous dinosaurs and fossils; Educational technology -- United States -- Periodicals; 371.33
• DOI: 10.1080/10494820.2018.1541908
• Languages: English
• ISSNs: 1049-4820

Abstract

ABSTRACT: Emerging technologies have been widely used in applications designed to increase potential for learning enhancement. This study develops a mobile application to integrate augmented reality (AR) functionality into physical puzzle-type games. In the application, learners see visualizations of three-dimensional (3D) dinosaurs and interact with relevant multimedia learning content. To evaluate the effectiveness of the proposed platform, experiments were conducted to evaluate impact on learner achievement and motivation. Experimental (AR-based) and control (paper-based) groups included a total of 53 fifth-grade students. Pre- and post-activity questionnaires (adapted from the Attention, Relevance, Confidence, Satisfaction (ARCS) Model of Motivational Design), and pre- and post-learning quizzes were used for assessment. Results showed that the AR-based group scored significantly higher ( p < 0.05) than the Paper-based group, raising implications for a new approach to teaching natural science at the elementary school level. However, the AR-based group also showed a relative drop in confidence, suggesting that further investigation is needed to understand the impact of AR technology on learner motivation. This study provides a case for the integration of AR technology into typical physical games. The results raise important concerns for further research in technology enhancement in education. Future research should include a wider range of content topics and target groups.