A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue

Abstract

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45 ninth-grade students) were randomly assigned to either the AR or IS treatments. We compared three outcome variables of the AR and IS groups: knowledge of and attitude towards the SSI, and perceptions of the AR or IS feature. We also examined the interplay among the three variables within each of the two groups. The results indicated no significant differences in knowledge and attitude, but a significant difference in the perceptions between the two groups. Moreover, different patterns of correlations among the variables were identified. The implication includes educational impact of emerging AR technologies to support affective aspects of student learning of SSIs.

Keywords:

• augmented reality
• simulation
• socio-scientific issue

Acknowledgements

This material is based on work supported by Ministry of Science and Technology of Taiwan under Grant No. MOST102-2628-S-017-001-MY3 and MOST103-2511-S-017-002-MY5.

Notes on contributors

Hsin-Yi Chang (Ph.D. from University of Michigan) is an Associate Professor at Graduate Institute of Science Education and Environmental Education, National Kaohsiung Normal University, Taiwan. Her research involves the use of innovative learning technology to support science learning, such as interactive simulations, and mobile augmented reality technology.

Ying-Shao Hsu is Research Chair Professor at the National Taiwan Normal University and the Director of Graduate Institute of Science Education. She received her Ph.D. degree in 1997 from the department of curriculum and instruction at the Iowa State University. Her expertise in research includes: technology assisted learning, inquiry learning of science, science curriculum design, and earth science education.

Hsin-Kai Wu is a Professor in Graduate Institute of Science Education at the National Taiwan Normal University. She received her Ph.D. in science education from the University of Michigan. Her recent work characterizes students' learning practices in technology-enhanced learning environments and develops computer-based assessments to evaluate students' inquiry practices.