Developing a Gesture-Based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science

Autor/inn/en	Seo, Min-Hwi; So, Hyo-Jeong
Titel	Developing a Gesture-Based AR Exhibit: Differently-Guided Experiences for Complex Conceptual Learning in Science
Quelle	In: Educational Technology & Society, 25 (2022) 4, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Nonverbal Communication; Exhibits; Simulated Environment; Computer Simulation; Scientific Concepts; Science Education; Informal Education; Museums; Science Teaching Centers; Affordances; Middle School Students; High School Students; Outcomes of Education; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Non-verbal communication; Nonverbale Kommunikation; Künstliche Umwelt; Computergrafik; Computersimulation; Naturwissenschaftliche Bildung; Informelle Bildung; Nichtformale Bildung; Museum; Museumswesen; Museen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Lernleistung; Schulerfolg; Ausland; Korea; Republik
Abstract	The purpose of this research was to design and evaluate the efficacy of a gesture-based exhibit with augmented reality (AR) for understanding complex scientific concepts. In particular, this study focuses on the effect of differently guided conditions in a gesture-based AR. We first present the design and development of a gesture-based AR exhibit about the conductor resistance phenomenon. An experiment was conducted to examine the effect of guided and unguided experiences on complex conceptual learning. In the experiment, 40 participants between 15 and 17 years-old were randomly assigned to either the guided (visual and docent explanation) or unguided condition. Their understanding of complex concepts was measured through the pre-test and post-test. The results indicate that while the participants increased cognitive understanding after experiencing the gesture-based AR exhibit, there was no significant difference between the two conditions. This may imply that the provision of extra guidance does not necessarily lead to better conceptual learning. In conclusion, this study provides some implications concerning the design of new types of immersive exhibits in museum contexts. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01