Effects of a contextualised reflective mechanism-based augmented reality learning model on students’ scientific inquiry learning performances, behavioural patterns, and higher order thinking

References

• Akayr, M., & Akayr, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
   Web of Science ®Google Scholar
• Antink-Meyer, A., Bartos, S., Lederman, J. S., & Lederman, N. G. (2016). Using science camps to develop understandings about scientific inquiry—Taiwanese students in A U.S. summer science camp. International Journal of Science and Mathematics Education, 14(1), 29–53. https://doi.org/10.1007/s10763-014-9576-3
   Web of Science ®Google Scholar
• Bidarra, J., & Rusman, E. (2017). Towards a pedagogical model for science education: Bridging educational contexts through a blended learning approach. Open Learning: The Journal of Open, Distance and E-Learning, 32(1), 6–20. https://doi.org/10.1080/02680513.2016.1265442
   Web of Science ®Google Scholar
• Bursali, H., & Yilmaz, R. M. (2019). Effect of augmented reality applications on secondary school students’ reading comprehension and learning permanency. Computers in Human Behavior, 95, 126–135. https://doi.org/10.1016/j.chb.2019.01.035
   Web of Science ®Google Scholar
• Chang, C. C., Warden, C. A., Liang, C., & Chou, P. N. (2018). Performance, cognitive load, and behaviour of technology-assisted English listening learning: From call to mall. Journal of Computer Assisted Learning, 34(2), 105–114. https://doi.org/10.1111/jcal.12218
   Web of Science ®Google Scholar
• Chang, H. Y., Wang, C. Y., Lee, M. H., Wu, H. K., Liang, J. C., Lee, W. Y., et al. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in Human Behavior, 53, 223–237. https://doi.org/10.1016/j.chb.2015.06.042
   Web of Science ®Google Scholar
• ChanLin, L. J. (2021). Engaging children’s reading with augmented reality. Libri-International Journal of Libraries and Information Studies, 71(1), 51–63. https://doi.org/10.1515/libri-2019-0147
   Google Scholar
• Chen, C. H. (2020a). Ar videos as scaffolding to foster students’ learning achievements and motivation in EFL learning. British Journal of Educational Technology, 51(3), 657–672. https://doi.org/10.1111/bjet.12902
   Web of Science ®Google Scholar
• Chen, C. H. (2020b). Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning. Educational Technology Research and Development, 68(6), 3057–3076. https://doi.org/10.1007/s11423-020-09834-w
   Web of Science ®Google Scholar
• Chen, I. C., Hwang, G. J., Lai, C. L., & Wang, W. C. (2020). From design to reflection: Effects of peer-scoring and comments on students’ behavioral patterns and learning outcomes in musical theater performance. Computers & Education, 150, 103856. https://doi.org/10.1016/j.compedu.2020.103856
   Web of Science ®Google Scholar
• Chen, M. R. A., Hwang, G. J., & Chang, Y. Y. (2019). A reflective thinking-promoting approach to enhancing graduate students' flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288–2307. https://doi.org/10.1111/bjet.12823
   Web of Science ®Google Scholar
• Chen, S. Y., & Liu, S. Y. (2020). Using augmented reality to experiment with elements in a chemistry course. Computers in Human Behavior, 111, 106418. https://doi.org/10.1016/j.chb.2020.106418
   Web of Science ®Google Scholar
• Cheng, K.-H., & Tsai, C.-C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22(4), 449–462. https://doi.org/10.1007/s10956-012-9405-9
   Web of Science ®Google Scholar
• Chiang, T. H. C., Yang, S. J. H., & Hwang, G.-J. (2014). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352–365.
   Web of Science ®Google Scholar
• Crăciun, D., & Bunoiu, M. (2017). Boosting physics education through mobile augmented reality. AIP Conference Proceedings, 1916(1), 1–6. https://doi.org/10.1063/1.5017456
   Google Scholar
• Davys, A. M., & Beddoe, L. (2009). The reflective learning model: Supervision of social work students. Social Work Education, 28(8), 919–933. https://doi.org/10.1080/02615470902748662
   Google Scholar
• Demissie, F. (2015). Promoting student teachers’ reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40(12), 1–15. https://doi.org/10.14221/ajte.2015v40n12.1
   Web of Science ®Google Scholar
• Dewey, J. (1933). How we think. D.C. Heath and Co.
   Google Scholar
• Ekici, M., & Erdem, M. (2020). Developing science process skills through mobile scientific inquiry. Thinking Skills and Creativity, 36, 100658–12. https://doi.org/10.1016/j.tsc.2020.100658
   Web of Science ®Google Scholar
• Elaish, M. M., Shuib, L., Ghani, N. A., Mujtaba, G., & Ebrahim, N. A. (2019). A bibliometric analysis of m-learning from topic inception to 2015. International Journal of Mobile Learning and Organisation, 13(1), 91–112. https://doi.org/10.1504/IJMLO.2019.096470
   Google Scholar
• Fuchsova, M., & Korenova, L. (2019). Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. European Journal of Contemporary Education, 8(1), 92–102. https://doi.org/10.13187/ejced.2019.1.92
   Web of Science ®Google Scholar
• Habig, S. (2020). Who can benefit from augmented reality in chemistry? Sex differences in solving stereochemistry problems using augmented reality. British Journal of Educational Technology, 51(3), 629–644. https://doi.org/10.1111/bjet.12891
   Web of Science ®Google Scholar
• He, Z. Z., Wu, X. M., Wang, Q. Y., & Huang, C. Q. (2021). Developing eighth-grade students’ computational thinking with critical reflection. Sustainability, 13(20), 11192. https://doi.org/10.3390/su132011192
   Web of Science ®Google Scholar
• Hou, H. T., & Keng, S. H. (2021). A dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns. Journal of Educational Computing Research, 59(3), 547–573. https://doi.org/10.1177/0735633120969409
   Web of Science ®Google Scholar
• Hsia, L. H., & Hwang, G. J. (2020). From reflective thinking to learning engagement awareness: A reflective thinking promoting approach to improve students’ dance performance, self-efficacy and task load in flipped learning. British Journal of Educational Technology, 51(6), 2461–2477. https://doi.org/10.1111/bjet.12911
   Web of Science ®Google Scholar
• Hsia, L. H., & Hwang, G. J. (2021). Enhancing students’ choreography and reflection in university dance courses: A mobile technology-assisted peer assessment approach. British Journal of Educational Technology, 52(1), 26–287. https://doi.org/10.1111/bjet.12911
   Web of Science ®Google Scholar
• Hwang, G.-J., Chang, S.-C., Chen, P.-Y., & Chen, X.-Y. (2018). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development, 66(2), 451–474. https://doi.org/10.1007/s11423-017-9567-5
   Web of Science ®Google Scholar
• Hwang, G. J., Lee, H. Y., & Chen, C. H. (2019). Lessons learned from integrating concept mapping and gaming approaches into learning scenarios using mobile devices: Analysis of an activity for a geology course. International Journal of Mobile Learning and Organisation, 13(3), 286–308. https://doi.org/10.1504/IJMLO.2019.100412
   Google Scholar
• Ibáñez, M. B., Portillo, A. U., Cabada, R. Z., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
   Web of Science ®Google Scholar
• Kember, D., Leung, D. Y., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., & Yeung, E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & Evaluation in Higher Education, 25(4), 381–395. https://doi.org/10.1080/713611442
   Google Scholar
• Kyza, E. A., & Georgiou, Y. (2019). Scaffolding augmented reality inquiry learning: The design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 27(2), 211–225. https://doi.org/10.1080/10494820.2018.1458039
   Web of Science ®Google Scholar
• Lai, C. L., & Hwang, G. J. (2014). Effects of mobile learning time on students’ conception of collaboration, communication, complex problem–solving, metacognitive awareness and creativity. International Journal of Mobile Learning and Organisation, 8(3), 276–291. https://doi.org/10.1504/IJMLO.2014.067029
   Google Scholar
• Lai, C.-L., Hwang, G.-J., & Tu, Y.-H. (2018). The effects of computer-supported self-regulation in science inquiry on learning outcomes, learning processes, and self-efficacy. Educational Technology Research and Development, 66(4), 863–892. https://doi.org/10.1007/s11423-018-9585-y
   Web of Science ®Google Scholar
• Land, S. M., & Zembal-Saul, C. (2003). Scaffolding reflection and articulation of scientific explanations in a data-rich, project-based learning environment: An investigation of progress portfolio. Educational Technology Research and Development, 51(4), 65–84. https://doi.org/10.1007/BF02504544
   Web of Science ®Google Scholar
• Leblebicioglu, G., Capkinoglu, E., Metin-Peten, D., & Schwartz, R. S. (2020). Views of nature of scientific inquiry of students in different high schools. Education and Science, 45(201), 143–165. http://doi.org/10.15390/EB.2020.7911
   Web of Science ®Google Scholar
• Lei, C., & Chan, C. K. (2018). Developing metadiscourse through reflective assessment in knowledge building environments. Computers & Education, 126, 153–169. https://doi.org/10.1016/j.compedu.2018.07.006
   Web of Science ®Google Scholar
• Leijen, Ä, Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how it could be strengthened by different types of reflection. British Journal of Educational Studies, 68(3), 295–310. https://doi.org/10.1080/00071005.2019.1672855
   Web of Science ®Google Scholar
• Li, P. J., Hong, H. Y., Chai, C. S., Tsai, C. C., & Lin, P. Y. (2020). Fostering students’ scientific inquiry through computer-supported collaborative knowledge building. Research in Science Education, 50(5), 2035–2053. https://doi.org/10.1007/s11165-018-9762-3
   Web of Science ®Google Scholar
• Li, Z., Zhou, M., & Teo, T. (2018). Mobile technology in dance education: A case study of three Canadian high school dance programs. Research in Dance Education, 19(2), 183–196. https://doi.org/10.1080/14647893.2017.1370449
   Web of Science ®Google Scholar
• Lin, T. J., Duh, H. B. L., Li, N., Wang, H. Y., & Tsai, C. C. (2013). An investigation of learners’ collaborative knowledge construction performances and behavior patterns in an augmented reality simulation system. Computers & Education, 68, 314–321. https://doi.org/10.1016/j.compedu.2013.05.011
   Web of Science ®Google Scholar
• Lin, X.-F., Liang, Z. M., Chan, K. K., Li, W., & Ling, X. (2022). Effects of contextual interactive healthcare training on caregivers of patients with suspected COVID-19 infection: Anxiety, learning achievements, perceived support and self-efficacies during quarantine. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12644
   Web of Science ®Google Scholar
• Lin, X.-F., Tang, D., Lin, X., Liang, Z. M., & Tsai, C. C. (2019). An exploration of primary school students’ perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. International Journal of Science Education, 41(18), 2675–2695. https://doi.org/10.1080/09500693.2019.1693081
   Web of Science ®Google Scholar
• Lin, X.-F., Tang, D., Shen, W., Liang, Z. M., Tang, Y., & Tsai, C. C. (2020). Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: The mediation effect of hardiness. International Journal of Science Education, 42(8), 1225–1252. https://doi.org/10.1080/09500693.2020.1755475
   Web of Science ®Google Scholar
• Lo, J. H., Lai, Y. F., & Hsu, T. L. (2021). The study of AR-based learning for natural science inquiry activities in Taiwan’s elementary school from the perspective of sustainable development. Sustainability, 13(11), 6283. https://doi.org/10.3390/su13116283
   Web of Science ®Google Scholar
• Looi, C. K., Sun, D., & Xie, W. (2014). Exploring students’ progression in an inquiry science curriculum enabled by mobile learning. IEEE Transactions on Learning Technologies, 8(1), 43–54. https://doi.org/10.1109/TLT.2014.2376968
   Web of Science ®Google Scholar
• Marshall, J. C., Horton, B., & Smart, J. (2009). 4E × 2 instructional model: Uniting three learning constructs to improve praxis in science and mathematics classrooms. Journal of Science Teacher Education, 20(6), 501–516. https://doi.org/10.1007/s10972-008-9114-7
   Google Scholar
• Mesci, G., Çavuş-Güngören, S., & Yesildag-Hasancebi, F. (2020). Investigating the development of pre-service science teachers’ NOSI views and related teaching practices. International Journal of Science Education, 42(1), 50–69. https://doi.org/10.1080/09500693.2019.1700316
   Web of Science ®Google Scholar
• Mueller, J. F., Taylor, H. K., Brakke, K., Drysdale, M., Kelly, K., Levine, G. M., & Ronquillo-Adachi, J. (2020). Assessment of scientific inquiry and critical thinking: Measuring APA goal 2 student learning outcomes. Teaching of Psychology, 47(4), 274–284. https://doi.org/10.1177/0098628320945114
   Web of Science ®Google Scholar
• Oh, S., & Jonassen, D. H. (2007). Scaffolding online argumentation during problem solving. Journal of Computer Assisted Learning, 23(2), 95–110. https://doi.org/10.1111/j.1365-2729.2006.00206.x
   Web of Science ®Google Scholar
• Peten, D. M. (2021). Influence of the argument-driven inquiry with explicit-reflective nature of scientific inquiry intervention on pre-service science teachers’ understandings about the nature of scientific inquiry. International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-021-10197-8
   Web of Science ®Google Scholar
• Quinton, S., & Smallbone, T. (2010). Feeding forward: Using feedback to promote student reflection and learning – a teaching model. Innovations in Education and Teaching International, 47(1), 125–135. https://doi.org/10.1080/14703290903525911
   Web of Science ®Google Scholar
• Rohana. (2015). The enhancement of student’s teacher mathematical reasoning ability through reflective learning. Journal of Education & Practice, 6(20), 108–114.
   Google Scholar
• Runnel, M. I., Pedaste, M., & Leijen, Ä. (2013). Model for guiding reflection in the context of inquiry-based science education. Journal of Baltic Science Education, 12(1), 107–118. https://doi.org/10.33225/jbse/13.12.107
   Web of Science ®Google Scholar
• Sandoval, W. A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89(4), 634–656. https://doi.org/10.1002/sce.20065
   Web of Science ®Google Scholar
• Spector, J. M. (2017). Reflections on educational technology research and development. Educational Technology Research and Development, 65(6), 1415–1423. https://doi.org/10.1007/s11423-017-9545-y
   Web of Science ®Google Scholar
• Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506–524. https://doi.org/10.1080/02635143.2021.1901682
   Web of Science ®Google Scholar
• Veretekhina, S. V., Krapivka, S. V., & Kireeva, O. I. (2020). Digital university, student ‘S digital footprint, digital education currency in the system of modern higher education. International Journal of Psychosocial Rehabilitation, 24(3), 1878–1889. https://doi.org/10.37200/IJPR/V24I3/PR200936
   Google Scholar
• Wang, C., Fang, T., & Miao, R. (2018). Learning performance and cognitive load in mobile learning: Impact of interaction complexity. Journal of Computer Assisted Learning, 34(6), 917–927. https://doi.org/10.1111/jcal.12300
   Web of Science ®Google Scholar
• Wang, H.-Y., Duh, H. B.-L., Li, N., Lin, T.-J., & Tsai, C.-C. (2014). An investigation of university students’ collaborative inquiry learning behaviors in an augmented reality simulation and a traditional simulation. Journal of Science Education and Technology, 23(5), 682–691. https://doi.org/10.1007/s10956-014-9494-8
   Web of Science ®Google Scholar
• Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221–234. https://doi.org/10.1016/j.compedu.2014.10.017
   Web of Science ®Google Scholar
• Wu, J., Guo, R., Wang, Z., & Zeng, R. (2021). Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: Effects on their problem-solving performance. Interactive Learning Environments, 29(3), 496–509. https://doi.org/10.1080/10494820.2019.1587469
   Web of Science ®Google Scholar
• Wu, P. H., Hwang, G. J., Yang, M. L., & Chen, C. H. (2018). Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221–234. https://doi.org/10.1080/10494820.2017.1294608
   Web of Science ®Google Scholar
• Wu, P. H., & Wu, H. K. (2020). Constructing a model of engagement in scientific inquiry: Investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities. Instructional Science, 48(1), 79–113. https://doi.org/10.1007/s11251-020-09503-8
   Web of Science ®Google Scholar
• Yeh, H. Y., Tsai, Y. H., Tsai, C. C., & Chang, H. Y. (2019). Investigating students’ conceptions of technology-assisted science learning: A drawing analysis. Journal of Science Education and Technology, 28(4), 329–340. doi:10.1007/s10956-019-9769-1
   Web of Science ®Google Scholar