The Effects of learning through Augmented Reality Representations on Students’ Understanding of Fraction

• Main Authors: Chung, Min-Chi, 鐘敏綺
• Other Authors: Wang, Chang-Hwa
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/c63kdk

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 107 === Representations are widely used in science, technology, engineering, mathematics (STEM) fields. Teachers often make use of representations, such as pictures, manipulatives, to demonstrate abstract concepts, which students find hard to understand, in more concrete and tangible ways. However, it is not automatically that students can pick up the target abstract concepts with those representations. Moreover, learning with pictures in textbooks, students have difficulty in translating from pictures to real-life situations. Nevertheless, most low prior knowledge students are lack of learning motivation in face with the mathematics concepts because they are not able to relate what they learned with their own real-life situations, and vice versa; also tend to pay attention to the task-irrelevant information. With the technique of augmented reality, the present study proposed “AR Representations” instructions, which are different from the well-used concrete or abstract concepts. By redirecting students’ attention to the most relevant information, the instructions aimed to solve the above problems. Thus, quasi-experiments were performed to verify the effectiveness of AR Representations instructions. 101 3rd-grade elementary students in northern Taiwan have participated. Pretest and posttest scores were collected as quantitative data of understanding. Levels of prior knowledge were also derived from pretest scores. Results of this study showed there was no significant difference on students’ understanding between high and low level of prior knowledge after learning with AR Representations. In conclusion, With the aid of AR representations, (1) low prior knowledge students’ understanding would equate with the higher ones’, and (2) low prior knowledge students could identify more novel examples other than textbooks provide. Pedagogical implications and future research are also discussed.