The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning
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Abstract
Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies.
摘要 增强现实（AR）通过准确反映真实世界的物体、环境和任务，为创建真实的学习环境提供了重要机会。AR 内容与真实世界无缝融合，其视觉保真度有助于提高其可感知的真实性。尽管AR对学习有着积极的影响，但很少有研究探讨AR背景下的具体学习策略，也缺乏将视觉真实感与这些策略联系起来的研究。本研究通过调查使用AR技术研究人体心血管系统的学习者，探索感知的视觉真实性、学习成果和满意度，弥补了这些空白。学习者使用了(1)AR与自我解释学习策略，(2)AR与绘图学习策略，或(3)仅使用AR。数据分析采用了方差分析和相关分析。结果表明，各学习策略组在视觉真实性感知和满意度方面没有明显差异。不过，采用学习策略的小组与仅使用 AR 的小组相比，学习效果更佳。最重要的是，与绘画组和纯 AR 组相比，自我解释学习策略显著提高了知识收益，这表明自我解释与来自 AR 学习环境的视觉输入一起，促进了更连贯的心理表征。在提高学习效率的同时，还保持了对视觉真实性的一致感知和对学习材料的满意度。这些研究结果超越了媒体对比研究，拓展了当前的 AR 研究领域。
期刊介绍：
The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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