增强现实(AR)应用能增强学生的体验吗?满足,参与和学习方式

M. T. tom Dieck, Eleanor E. Cranmer, Alexandre Prim, D. Bamford
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摘要

增强现实(AR)和体验式学习的使用是相辅相成的。虽然AR学习机会已经得到了很好的讨论,但在高等教育环境中使用AR的实证研究有限。借鉴使用与满足理论(U>),本研究旨在探讨AR在学习满意度和学生参与度方面的使用,同时也考察了学习风格的差异。设计/方法/方法本研究通过对英国高等教育学生的实验来探索将AR作为学习体验的一部分。使用偏最小二乘法分析了173名经历AR作为学习经历的学生的数据。作者发现,享乐、功利、感官和形态满足会影响AR学习满意度和学生参与度。此外,作者还发现主动学习者和被动学习者在功利(信息寻求、个性化)和感官满足(沉浸感、存在感)以及对学习满意度的影响方面存在差异。原创性/价值本研究开发并验证了一个U>框架,该框架结合了根植于科尔布学习周期的不同学习风格。研究结果为在高等教育环境中使用商业AR应用程序作为学习体验的一部分提供了重要意义。
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Can augmented reality (AR) applications enhance students’ experiences? Gratifications, engagement and learning styles
PurposeThe use of augmented reality (AR) and experiential learning go hand in hand. Although AR learning opportunities have been well discussed, there is limited empirical research on the use of AR within higher education settings. Drawing from the uses and gratifications theory (U>), this study aims to explore the use of AR for learning satisfaction and student engagement, while also examining differences in learning styles.Design/methodology/approachThis study used experiments with higher education students in the UK to explore the use of AR as part of the learning experience. Data from 173 students who experienced AR as part of their learning experience were analysed using partial least square analysis.FindingsThe authors found that hedonic, utilitarian, sensual and modality gratifications influence AR learning satisfaction and student engagement. Furthermore, the authors found differences between active and passive learners with regards to utilitarian (information seeking, personalisation) and sensual gratifications (immersion, presence) and effects on learning satisfaction.Originality/valueThis study developed and validated a U> framework incorporating different learning styles rooted in Kolb’s learning cycle. Findings provide important implications for the use of commercial AR applications as part of the learning experience within higher education settings.
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