Effects of augmented reality game-based learning on students’ engagement
Yang Wang
Abstract
This study is to examine the effects of AR Game-based science learning on students’ engagement, learning performance, and satisfaction towards physics learning. Based on the marker-based AR technology, an Augmented Reality Game-based Science Learning (ARGSL) system was designed and developed to support students’ physics learning. A quasi-experimental design with two experimental groups and a control group was implemented. The sample of the study included 155 seventh graders from a middle school in eastern China. Results supported that the ARGSL enhanced students learning interaction, performance, and satisfaction compared with the game-based and book-based learning methods. The semi-structured interviews found that the AR technology was widely accepted by students for its usefulness, realness, interest, and interactivity. The AR visualized the virtual magnetic field which makes the difficult physics concept easy to understand. The challenges caused by the AR also give us some implications for AR-supported science education.