Augmented-Reality as a Scaffolding Tool for Learning Geometry
Ming-Puu Chen, Cheng-Che Tsai, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning, in Vancouver, BC, Canada ISBN 978-1-939797-24-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This preliminary study aimed to explore the impact of using Augmented Reality (AR) technology as a scaffolding tool on senior high school students’ learning of geometry. Participants’ learning performance and motivation toward learning of geometry were examined. In this study, the AR-based learning scaffolds delivered via a tablet PC were implemented in contrast with the paper-based cubical diagram. The results suggested that (a) the AR group performed better than the cubical diagram group on learning performance; and (b) the AR group also revealed higher degree of motivation than the cubical diagram group in the aspects of intrinsic motivation, extrinsic motivation, and task value. The findings suggested that making good use of the dynamic and virtual-reality integration nature of augmented reality technology can help learners comprehend geometry concepts and bring about satisfied learning performance and attitudes.
Chen, M.P. & Tsai, C.C. (2016). Augmented-Reality as a Scaffolding Tool for Learning Geometry. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1531-1535). Vancouver, BC, Canada: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)