Making the Invisible Observable by Augmented Reality in Informal Science Education Context

Show full item record



Permalink

http://hdl.handle.net/10138/228502

Citation

Salmi , H , Thuneberg , H & Vainikainen , M-P 2017 , ' Making the Invisible Observable by Augmented Reality in Informal Science Education Context ' , International Journal of Science Education, Part B: Communication and Public Engagement , vol. 7 , no. 3 , pp. 253-268 . https://doi.org/10.1080/21548455.2016.1254358

Title: Making the Invisible Observable by Augmented Reality in Informal Science Education Context
Author: Salmi, Hannu; Thuneberg, Helena; Vainikainen, Mari-Pauliina
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2017
Language: eng
Number of pages: 16
Belongs to series: International Journal of Science Education, Part B: Communication and Public Engagement
ISSN: 2154-8455
URI: http://hdl.handle.net/10138/228502
Abstract: The aim of the study was to analyse learning using Augmented Reality (AR) technology and the motivational and cognitive aspects related to it in an informal learning context. The 146 participants were 11–13 year old Finnish pupils visiting a science centre exhibition. The data, which consisted of both cognitive tasks and self-report questionnaires, were collected using a pre- post-test design and were analysed by SEM path-analysis. The results showed that AR-technology experience was beneficial for all, but especially for the lowest-achieving group and for the girls. In general, pre-knowledge skills predicted post-knowledge test results. As expected, school achievement had an effect on pre-knowledge results. In addition, motivation turned out to be an alternative key route for learning. Being a boy predicted directly or indirectly all other motivational variables, enjoyment and interest, but girls had a higher relative autonomy experience (RAI). Situation motivation and attitude towards learning in the science exhibition were much more strongly inter-connected among boys than girls, and attitude predicted post-knowledge only for boys. AR seems to be a promising method by which to learn abstract phenomena using a concrete manner.
Subject: 516 Educational sciences
Augmented Reality; AR; informal learning, intrinsic motivation, SDT-theory; situational motivation
AUGMENTED REALITY
AR
informal learning
INTRINSIC MOTIVATION
SDT-theory
situational motivation
LABORATORIES
CENTERS
TRENDS
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
Making_the_invi ... e_education_context_1_.pdf 1.763Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record