摘要
研究AR技术对科学教育的促进作用,有助于推动AR在教育领域的普及和应用。设计了一个以“烷烃结构”为主题的双因素两水平实验,旨在探究不同类型的学习材料(图文材料、AR材料)对不同空间能力(低、高)学习者的学习成绩、认知负荷和学习动机的影响。结果表明,AR材料可有效激发学习动机并对提升学习成绩产生显著影响,但在降低认知负荷方面并未发挥明显作用。空间能力与学习材料的交互作用促使学习成绩产生差异,低空间能力学习者更容易从AR材料中获益。实验启示,后续研究应围绕“AR学习资源的优化设计”展开,通过科学的画面设计控制认知负荷,进而充分发挥AR应用于科学教育的优势。
Studying the role of AR technology in promoting science education is helpful to promote the popularization and application of AR in the field of education. A two-factor and two-level experiment was designed to explore the effects of different types of learning materials (graphic materials, AR materials) on learning performance, cognitive load and motivation of learners with different spatial abilities (low and high). The results show that AR materials can effectively stimulate learning motivation and have a significant impact on academic performance, but they have not played a significant role in reducing cognitive load. The interaction between spatial competence and learning materials leads to differences in academic performance, and low spatial competence learners are more likely to benefit from AR materials. The experiment enlightenment: The follow-up research should focus on the optimization design of AR learning resources, control cognitive load through scientific picture design, and give full play to the advantages of AR in science education.
作者
刘潇
王志军
曹晓静
韩美琪
LIU Xiao;WANG Zhijun;CAO Xiaojing;HAN Meiqi(School of Educational Science, Tianjin Normal University, Tianjin 300387, China)
出处
《实验室研究与探索》
CAS
北大核心
2019年第8期179-183,208,共6页
Research and Exploration In Laboratory
基金
2017年国家社会科学基金教育学立项:信息化教育资源优化设计的语言工具——“多媒体画面语言学”创新性理论与应用研究(BCA170079)
关键词
增强现实
科学教育
实验研究
认知负荷
学习动机
augmented reality(AR)
science education
experimental research
cognitive load
learning motivation
