Applying AR-Based Infographics to Enhance Learning of the Heart and Cardiac Cycle in Biology Class

Autor/inn/en	Dehghani, Marzieh; Mohammadhasani, Nasrin; Hoseinzade Ghalevandi, Mohammad; Azimi, Esmaeil
Titel	Applying AR-Based Infographics to Enhance Learning of the Heart and Cardiac Cycle in Biology Class
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.185-200 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dehghani, Marzieh) ORCID (Mohammadhasani, Nasrin) ORCID (Hoseinzade Ghalevandi, Mohammad) ORCID (Azimi, Esmaeil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1765394
Schlagwörter	Computer Simulation; Visual Aids; Biology; Science Education; Grade 10; Males; High School Students; Instructional Effectiveness; Teaching Methods; Technology Uses in Education; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Computergrafik; Computersimulation; Anschauungsmaterial; Biologie; Naturwissenschaftliche Bildung; Male; Männliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland
Abstract	This study is based on assessing the potential of augmented reality (AR) and infographics in science learning, emphasizing the synergistic effect on improving learning. The study investigates the impact of the combination of AR and infographic design on learning biology. Seventy-five 10th grade male students participated in this study, which employed a pre-test and post-test experimental design. After administering the pre-test, participants were randomly assigned to three groups; the first group used static infographics, the second group used infographics combined with AR, and the third group learned in an AR-based environment. While the results showed no significant difference between the mean of learning scores in the experimental Group 1 (static infographics) and the experimental Group 3 (AR), there was a significant difference between the experimental Group 2 (infographic method with AR combination) and other groups. According to the results, the infographic with AR had significant effects on learning. Some of the reasons for the superiority of this method compared to other methods used in other groups are as follows: visualizing the data, infographic illustration with 3D AR representation, the use of organizer images and, at the same time, reducing the complexity of AR with the help of infographic visualisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01