The Effects of Augmented Reality Types and Guiding Strategies on Senior High School Students' Performance and Motivation of Electrochemistry Course

• Main Authors: Ban-Chieh Liao, 廖邦捷
• Other Authors: Ming-Puu Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/d38329

碩士 === 國立臺灣師範大學 === 資訊教育研究所 === 102 === The purpose of this study was to investigate the effects of augmented reality types and guiding strategies on senior high school students’ performance and motivation of electrochemistry course. The participants were 152 freshmen of senior high school. A quasi-experimental design was employed and the independent variables were type of augmented reality and type of guidance strategy. The augmented reality types included the static augmented reality and the dynamic augmented reality, while the guiding strategies were the procedural guidance and the question guidance. The dependent variables were learning performance and learning motivation toward Chemistry. The results revealed that (a) while receiving the static augmented reality learning, the procedural guidance group achieved better learning application performance than the question guidance group; (b) as for the knowledge understanding performance, the static augmented reality group outperformed the dynamic augmented reality group, and the procedural guidance group outperformed the question guidance group; and (c) students showed positive motivation toward learning Chemistry no matter which augmented reality type they used, especially students who used the static augmented reality revealed higher motivation than those who used the dynamic augmented reality.