The impact of the difference in the employment of Augmented Reality in Discovery-Based Learning directed versus free on the cognitive load and the enhancement of scientific curiosity in science among sixth graders

Almaadawy, Dr.Mohamed Ali Nagy

doi:10.21608/jsre.2019.59075

The impact of the difference in the employment of Augmented Reality in Discovery-Based Learning directed versus free on the cognitive load and the enhancement of scientific curiosity in science among sixth graders

Document Type : Original Article

Author

Dr.Mohamed ali nagy almaadawy

10.21608/jsre.2019.59075

Abstract

Abstract: The current research aimed at measuring the impact of the difference in employment of Augmented Reality in Discovery-Based Learning directed versus free on cognitive load and development of scientific curiosity in science among sixth graders. A quasi-experimental method used based on a sample of (38) students divided into two experimental groups of (19) students each. First experimental group taught by employ Augmented Reality in Directed Discovery-Based Learning, and the other studying by employ Augmented Reality in Free Discovery-Based Learning. Research tools consisted of cognitive load scale and scientific curiosity scale A T.test used to measure the significance of the differences between the two groups, and ETA square to measure the effectiveness of employing Augmented Reality in Discovery Based Learning. The results showed that there were statistically significant differences in cognitive load scale for the first experimental group, which indicate using of Augmented Reality in Directed Discovery-Based decrease the cognitive load. While there were no statistically significant differences between the experimental groups on the scientific curiosity scale

References

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.

Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342.

Alfieri, Louis,Brooks, Patricia J.,Aldrich, Naomi J.,Tenenbaum, Harriet R.(2011). Does discovery-based instruction enhance learning?. Journal of Educational Psychology, Vol 103(1).

Alhumaidan, H., Lo, K. P. Y., & Selby, A. (2018). Co-designing with children a collaborative augmented reality book based on a primary school textbook. International Journal of Child-Computer Interaction, 15, 24-36. doi:https://doi.org/10.1016/j.ijcci.2017.11.005

Anderson, E. &Liarokapis, F.(2014). Using augmented reality as medium to assist teaching in higher education. Coventry University, UK.

Antonaci, A., Klemke, R., & Specht, M. (2015). Towards Design Patterns for Augmented Reality Serious Games. In The Mobile Learning Voyage-From, Small Ripples to Massive Open Waters, Springer International Publishing, 273-282.

Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of Technology Studies, 96-107.

Ayres, P. (2006). Using subjective measures to detect variations of intrinsic cognitive load within problems. Learning and Instruction, 16(5), 389–400.

Azuma, R. T. (1997). A survey of augmented reality. Presence (Cambridge, Mass.), 6(4), 355–385. doi:10.1162/ pres.1997.6.4.355.

Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S. and MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications .21(6): 34-47.

Bacca, J., Baldiris, S., Fabregat, R., Graf, S., & Kinshuk, Dr. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology and Society, 17, 133-149.

Bathgate, M. E., Schunn, C. D., & Correnti, R. (2014). Children’s motivation toward science across contexts, manner of interaction, and topic. Science Education, 98(2), 189–215.

Beheshti, J. (2012). Virtual Environments for Children and Teens, Virtual Reality in Psychological, Medical and Pedagogical Applications, (Ed.), InTech, DOI: 10.5772/51628

Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A. (Eds.). (2009). Learning science in informal environments: People, places, and pursuits. Washington, DC: National Academies Press. Available at: http://makepuppet.org/after_school/learning Science_inInforalSetting.pdf.

Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology. General Section, 45,(3), 180–191.

Berlyne, D. E. (1966). Curiosity and exploration. Science, 153(3731), 25–33. Available at: http://science.sciencemag.org/content/153/3731/25/tab-pdf.

Blayney, P. J., Kalyuga, S., & Sweller, J. (2015). Using cognitive load theory to tailor instruction to levels of accounting students’ expertise. Educational Technology & Society, 18(4), 199–210.

Bower, M., Howe, K., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in education – Cases, places and potentials. Educational Media International, 51(1), 1–15. doi:10.1080/09523987.2014.889400

Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407–430.

Bruner, J. S., & Sherwood, V. (1976). Peekaboo and the learning of rule structures. Play: Its role in development and evolution and development. Harmondsworth: Penguin.

Bruning, R, Horn, C. & Pytlikzilig, L. (2003). Web-Based Learning: What do We Know? Where do we go Green Wich. C T., Information Age Publishing, 54, 1335-1345.

Cai, S., Chiang, F.-K., & Wang, X. (2013). Using the augmented reality 3D technique for a convex imaging experiment in a physics course. International Journal of Engineering Education, 29(4), 856–865.

Cai, S., Wang, X., Gao, M., & Yu, S. (2012). Simulation teaching in 3D augmented reality environment. In: 1st IIAI international conference on advanced applied informatics. Fukuoka, Japan: IEEE Computer, Society, 83–88.

Cai. S, Wang. X, Chiang. F.K (2014). A case study of Augmented Reality simulation system application in a chemistry course. Computers in Human Behavior, 37, 31-40.

Carmichael, G., Biddle, R., & Mould, D. (2012). Understanding the power of augmented reality for learning. Paper presented at the World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 with permission of AACE.

Chak, A. (2002). Understanding children curiosity and exploration through the Lenses of Lewis Field theory: on developing an appraisal framework. Early Child Development Care, 172(1), 77-87.

Chang, H. Y., Wu, H. K., & Hsu, Y. S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a scions scientific issue. British Journal of Educational Technology, 44(3), 95-99.

Chang, R.-C., Chung, L.-Y., & Huang, Y.-M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245–1264. doi:10.1080/10494820.2014.982131.

Chang, Rong-Chi, Yu, Zeng-Shiang (2018). Using Augmented Reality Technologies to Enhance Students’ Engagement and Achievement in Science Laboratories. International Journal of Distance Education Technologies, 16(4), 54:72.

Chen NS., Hung IC., Fang WC. (2015) Augmentation Strategies for Paper-Based Content Integrated with Digital Learning Supports Using Smartphones. In: Kinshuk, Huang R. (eds) Ubiquitous Learning Environments and Technologies. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg .doi. https://doi.org/10.1007/978-3-662-44659-1_6

Chen, N. S., Teng, D. C. E., Lee, C. H., & Kinshuk. (2011). Augmenting paper based reading activity with direct access to digital materials and scaffolder questioning. Computers & Education, 57, 1705–1715.

Chen, W., Tan, N. Y. L., Looi, C.-K., Zhang, B., & Seow, P. S. K. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research and Practice in Technology Enhanced Learning, 3(3), 231–252.

Chen, Y. (2013). Learning Protein Structure with Peers in an AR Enhanced Learning Environment. Doctor's thesis, University of Washington. USA.

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.

Cheng, T. S., Lu, Y. C., & Yang, C. S. (2015). Using the multi-display teaching system to lower cognitive load. Educational Technology & Society, 18(4), 128–140.

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.

Chiu, J. L., DeJaegher, C., & Chao, J. (2015). The Effects of Augmented Virtual Science Laboratories on Middle School Students’ Understanding of Gas Properties. Computers & Education, 85, 59–73. doi:10.1016/j. compedu.2015.02.007.

Choi, H., Cho, B., Masamune, K., Hashizume, J. and Hong, J. (2015). An effective visualization technique for depth perception in augmented reality-based surgical navigation, The International Journal Of Medical Robotics And Computer Assisted Surgery Int J Med Robotics Compute Assist Surge 2016; 12: 62–72, published online 5 May 2015 in Wiley Online Library. DOI: 10.1002/rcs.1657.

Clipperfield, B. (2004). Cognitive Load Theory and Instructional Design. Available at: http://www.usask.ca/education.

Cook, M.P. (2006). Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles. Science Education, 90 (6), 1073-1109.

Diaz, C. , Hincapié, M., & Moreno, G. (2015). How the Type of Content in Educative Augmented Reality Application Affects the Learning Experience. Procedia Computer Science, 75, 205 – 212.

Diegmann, P.; Schmidt-Kraepelin, M.; Van den Eynden, S.; Basten, D. (2015): Benefits of Augmented Reality in Educational Environments - A Systematic Literature Review, in: Thomas. O.; Teuteberg, F. (Hrsg.): Proceedings der 12.internationalen Tagung Wirtschaftsinformatik (WI 2015), Osnabrück, S. 1542-15561542.

Dunleavy, M. & Dede, C. (2014). Augmented Reality Teaching and Learning. J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology,( pp. 735-745). New York: Springer.

Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3-4), 391-450.

El Sayed, N. (2011). Applying Augmented Reality Techniques in the Field of Education. Computer Systems Engineering. Unpublished master's thesis. Banha University, Egypt.

Engel, S. (2009). Is curiosity vanishing? Journal of the American Academy of Child & Adolescent Psychiatry, 48(8), 777–779.

Erry, C., Ginns, P. & Pitts, C., (2006). Cognitive load theory and user interface design: Making software easy to learn and use. Available at: http://www.ptg-global.com/PDFArticles/Cognitive load theory and user interface design Part 1 v1.0.pdf.

Estapa, A., & Nadolny, L. (2015). The effect of an augmented reality enhanced mathematics lesson on student achievement and motivation. Journal of STEM Education: Innovations & Research, 16(3), 40–48.

Furht, Borko, (2011). Handbook of Augmented Reality.USA: Springer Science 7 Business Media.

Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. http://doi.org/10.3102/003465431 2457206.

Glockner,H.,Jannek,K.,Mahn,J.,& Theis (2014). Augmented Realityin Logistics, Changing the way we see logistics – a DHL perspective. Available at: http://www.dhl.com/content/dam/downloads/g0/about_us/logistics_insights /csi_augmented_reality_report_290414.pdf

Grossnickle, E. M. (2014). Disentangling curiosity: Dimensionality, definitions, and distinctions from interest in educational contexts. Educational Psychology Review, 28(1), 23–60.

Hannu, Salmi, Helena Thuneberg, & Mari-Pauliina, Vainikainen (2017) Making the invisible observable by Augmented Reality in informal science education context, International Journal of Science Education, Part B, 7:3, 253-268. doi: 10.1080/21548455.2016.1254358.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: a response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99 -107.

Hou, H. T. (2012). Analyzing the learning process of an online role-playing discussion activity. Educational Technology & Society, 15(1), 211e222.

Hulshof, C.D., & De Jong, T., (2006). Using just-in-time information to support scientific discovery learning in a computer-Bases simulation. Interactive Learning Environments, 14(1), 79-94.

Hung, Y. N. (2014). “What are you looking at?” an eye movement exploration in science text reading. International Journal of Science and Mathematics Education, 12(2), 241–260.

Hwang, G.-J., Wu, C.-H., Tseng, J. C. R., & Huang, I. (2010). Development of a ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal of Educational Technology, 54.

Ibanez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109–123.

Javornik, A. (2016). Augmented reality: Research agenda for studying the impact of its media characteristics on consumer behavior. Journal of Retailing and Consumer Services, 30, 252–261. doi:10.1016/j. jretconser.2016.02.004

Jirout, J., & Klahr, D. (2012). Children’s scientific curiosity: In search of an operational definition of an elusive concept. Developmental Review, 32(2), 125–160.

Johnson, L., Adams, S., & Cummins, M. (2012). Augmented reality time- to-adoption horizon: Four to five years. NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium, 28–31.

Jong, T. De, & Joolingen, W. Van (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68(2), Available at: http://rer.sagepub.com/content/68/2/179.short.

Joo-Nagata, J., Martinez Abad, F., García-Bermejo Giner, J., & García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: Evaluation of an educational program in Chile. Computers & Education, 11, 1-17.

Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556.

Kashdan, T. B., & Silvia, P. J. (2009). Curiosity and interest: The benefits of thriving on novelty and challenge. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (2nd ed., 367– 374). New York, NY: OxfordUniversity Press.

Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D., & Steger , M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43(6), 987–998.

Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and exploration: Facilitating positive subjective experiences and personal growth opportunities. Journal of Personality Assessment, 82, 291–305.

Kesim, M., & Ozarslan, Y. (2012). Augmented Reality in Education: Current Technologies and the Potential for Education. Procedia - Social and Behavioral Sciences, 47, 297-302. doi:https://doi.org/10.1016/j.sbspro.2012.06.654

Kipper, G., & Rampolla, J. (2012). Augmented Reality. An Emerging Technologies Guide to AR .Syngress. Available at: http://www.gbv.de/dms/tib-ub-hannover/689 897928.pdf

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not Work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. http://doi.org/10.1207/s15326985ep4102_1.

Knorzer, L., Brünken, R., & Park, B. (2016). Emotions and multimedia learning: The moderating role of learner characteristics. Journal of Computer Assisted Learning, 32(6), 618–631.

Kugelmann, D., Stratmann, L., Nühlen, N., Bork, F., Hoffmann, S., Samarbarksh, G., Waschke, J. (2018). An Augmented Reality magic mirror as additive teaching device for gross anatomy. Annals of Anatomy - Anatomischer Anzeiger, 215, 71-77. doi:https://doi.org/10.1016/j.aanat.2017.09.011

Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495e523.

Lai. Ah-Fur, Chen. Chih-Hung & Lee. Gon-Yi (2019). An augmented reality-based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory, British Journal of Educational Technology, 50(1), 232-247. doi:10.1111/bjet.12716.

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning effects of guidance. Review of Educational Research, 86(3).

Leahy, W., & Sweller, J. (2016). Cognitive load theory and the effects of transient information on the modality effect. Instructional Science, 44(1), 107–123.

Lee, K. (2012). Augmented Reality in education and training, Tech Trends: Linking Research & Practice to Improve Learning, 56(2), 184-196.

Liarokapis, Fotis & Anderson, Eike. (2010). Using Augmented Reality as a Medium to Assist Teaching in Higher Education. 9-16. DOI: 10.2312/eged.20101010.

Lim, B. R. (2004). Challenges and issues in designing inquiry on the web. British Journal of Educational Technology, 35(5), 627-643.

Litman, J. A., & Jimerson, T. L. (2004). The measurement of curiosity as a feeling of deprivation. Journal of Personality Assessment, 82, 147–15.

Liu, P.-E., & Tsai, M. (2013). Using augmented-reality-based mobile learning material in EFL English composition: An exploratory case study. British Journal of Educational Technology, 44 (1), 1-4.

Lord, T., & Orkwiszewski, T. (2006). Moving from didactic to inquiry-based instruction in a science laboratory. The American Biology Teacher, 68(6), 342e345.

Luce, M., & Hsi, S. (2014). Science-relevant curiosity expression and interest in science: An exploratory study. Science Education, 99(1), 70–97.

Magon, K.T. (2011):"The Curiosity Dimension of Fifth Grade Children: A factor discriminate analysis. Child Development, 42, 3020.

Markey, A., & Loewenstein, G. (2014). Curiosity. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education, 228–245. New York, NY: Routledge.

Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M.,& Mora, C. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761.

Mason, L., Tornatora, M. C., & Pluchino, P. (2013). Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns. Computers & Education, 60(1), 95–109.

Mayer, R. E. (2001). Multimedia learning. New York: CambridgeUniversity press.

Mayer, R. E. (2014a). Cognitive theory of multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning, 43–71. New York, NY: CambridgeUniversity Press.

Myers, K.. (2012). How Augmented Reality Can Change Teaching. Available at: https://www.gettingsmart.com/2012/12/how-augmented-reality-can-change-teaching/.

Nadolny, L. (2017). Interactive print: The design of cognitive tasks in blended augmented reality and print documents. British Journal of Educational Technology, 48(3), 814–823.

Ogata, H., Li, M., Hou, B., Uosaki, N., El-Bishouty, M. M., & Yano, Y. (2011). SCROLL: Supporting to share and reuse ubiquitous learning log in the context of language learning. Research and Practice in Technology Enhanced Learning, 6(2), 69-82.

Otaola, Jose. (2002). Ten Standards Based On Cognitive Theory For Designing Instructional Media Projects. Available at: https://www.researchgate.net/publi cation/270887050_Ten_Standards_Based_On_Cognitive_Theory_For_Designing_Instructional_Media_Projects.

Paas, F., & Sweller, J. (2014). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning, 27–42. New York, NY: CambridgeUniversity Press.

Park, S. B., Jung, J. J., & You, E. (2015). Storytelling of collaborative learning system on augmented reality. In D. Camacho, S.-W. Kin, & B. Trawinki (Eds.), New trends in computational collective intelligence, series studies in computational intelligence,139-147. doi:10.1007/978-3-319-10774-5_13.

Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. http://doi.org/10.1016/j. edurev.2015.02.003.

Perez-Lopez, D. & Contero, M. (2013). Delivering Educational Multimedia Contents Through an Augmented Reality Application: A Case Study on its Impact on Knowledge Acquisition and Retention, The Turkish Journal of Educational Technology, 1(24).

Perry, B. (2001). Curiosity: The fuel of development. Available at: http://teacher.scholastic .com.

Price, B. (2001). Enquiry-based learning: An introductory guide. Nursing Standard, 15(52), 45-52.

Radu, J. (2014). Augmented reality in education: A meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533–1543.

Ramsden, A. (2008) The use of QR codes in Education: a getting started guide for academics. Working Paper. University of Bath, Bath, U. K. (Unpublished).

Ruiz-Ariza, A., Casuso, R. A., Suarez-Manzano, S., & Martínez-López, E. J. (2018). Effect of augmented reality game Pokémon GO on cognitive performance and emotional intelligence in adolescent young. Computers & Education, 116, 49-63. doi:https://doi.org/10.1016/j.compedu.2017.09.002.

Salmi, H., Kaasinen, A., & Kallunki, V. (2012). Towards an open learning environment via Augmented Reality (AR): Visualizing the invisible in science centers and schools for teacher education. Procedia – Social and Behavioral Sciences, 45, 284–295.

Sawyer, R. K. (2005). The Cambridge handbook of the learning sciences. CambridgeUniversity Press.

Shakroum, M., Wong, K. W., & Fung, C. C. (2018). The influence of Gesture-Based Learning System (GBLS) on Learning Outcomes. Computers & Education, 117, 75-101. doi:https://doi.org/10.1016/j.compedu.2017.10.002

Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a theory of mobile learning. Proceedings of MLearn, 2005(1), 1–9. http://doi.org/citeulike-article-id:6652555.

Shea, A. (2014). Student Perceptions of a Mobile Augmented Reality Game and Willingness to Communicate in Japanese. Education in Learning Technologies, Doctor's thesis, PepperdineUniversity. California-United States.

Shell, E. (2010): "Self – efficacy and Outcome Expectancy Mechanisms in Reading and Writing Achievement". Journal of Educational Psychology, 1, 81.

Silvia, P. J. (2006). What is interesting? Exploring the appraisal structure of interest. Emotion, 5(1), 89–102. doi:10.1037/1528-3542.5.1.89.

Solak, E. & Cakır, R. (2015). Exploring the effect of materials designed with augmented reality on language learners’ vocabulary learning. The Journal of Educators Online-JEO, 13(2), 50-72.

Sorden, S. (2005). A Cognitive Approach to Instructional Design for Multimedia Learning. Information Science Journal. 8(3).

Specht, M., Bedek, M., Duval, E., & Held, P. (2013). WESPOT: Inquiry based learning meets learning analytics. Available at: http://bg- openaire.eu/handle/10867/130.

Spektor-Levy, O., Baruch, Y. K., & Mevarech, Z. (2013). Science and scientific curiosity in pre-school-the teacher’s point of view. International Journal of Science Education, 35(13), 2226–2253. doi:org/10.1080/09500693.2011.631608

Su Cai, Feng-Kuang Chiang, Yuchen Sun, Chenglong Lin & Joey J. Lee (2017). Applications of augmented reality-based natural interactive learning in magnetic field instruction, Interactive Learning Environments, 25:6, 778-791, doi: 10.1080/10494820.2016.1181094.

Su, Y.-N., Hsu, C.-C., Chen, H.-C., Huang, K.-K., & Huang, Y.-M. (2014). Developing a sensor-based learning concentration detection system. Engineering Computations, 31(2), 216–230. doi:10.1108/EC-01-2013-0010

Suárez, Á., Specht, M., Prinsen, F., Kalz, M., & Ternier, S. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers & Education, 118, 38-55. doi:10.1016/ j.compedu.2017.11.004.

Sweller, J. (1999). Instructional Design in Technical Areas. Australia Council for Educational Research. Available at: http://tip.psychology.org.

Sweller, J. (2016). Cognitive Load Theory, Evolutionary Educational Psychology, and Instructional Design. In Evolutionary Perspectives on Child Development and Education, 291-306. Springer International Publishing.

Taharim, N. F., Lokman, A. M., Hanesh, A., & Aziz, A. A. (2016). Feasibility study on the readiness, suitability and acceptance of M-learning AR in learning history. In Proceedings of the Applied Mathematics in Science and Engineering. doi:10.1063/1.4940257

Thüs, H., Chatti, M. A., Yalcin, E., Pallasch, C., Kyryliuk, B., Mageramov, T., et al. (2012). Mobile learning in context. International Journal of Technology Enhanced Learning, 4(5–6), 332–344.

Torregrosa F. J., Torralba-Estelles J., Rodríguez M. A., Sergio & Garica S. (2015). ARBOOK: Development and Assessment of a Tool Based on Augmented Reality for Anatomy. Journal of Science Education and Technology. 24. 119-124. DOI: 10.1007/s10956-014-9526-4.

Tsai, C.-H., & Huang, J.-Y. (2018). Augmented reality display based on user behavior. Computer Standards & Interfaces, 55, 171-181. doi:https://doi.org/10.1016/j.csi. 2017.08.003

Turkan, Y., Radkowski, R., Karabulut-Ilgu, A., Behzadan, A. H., & Chen, A. (2017). Mobile Augmented Reality for Teaching Structural Analysis. Advanced Engineering Informatics, 34, 90–100. doi:10.1016/j.aei.2017.09.005.

van Zee, E. H., & Roberts, D. (2006). Making science teaching and learning visible through web-based “Snapshots of Practice”. Journal of Science Teacher Education, 17, 367e388.

Wang, X. (2012). Augmented Reality: A new way of augmented learning.eleaarn Magazine, 10(1). Available at: https://elearnmag.acm.org/archive.cfm?aid= 2380717.

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.

Weible, J. & Zimmerman, H. T. (2016) Science curiosity in learning environments: Developing an attitudinal scale for research in schools, homes, museums, and the community. International Journal of Science Education, 38(8), 1235-1255. DOI: 10.1080/09500693.2016.1186853

Williams, D. (2016). Augment S Essential Guide To Augmented Reality A complete overview of what augmented reality is and how it will revolutionize business. Available at: http://mehmetsimsek.net/slides/ bm533/Augments-Essential-Guide-to-Augmented-Reality.pdf.

Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.

Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41-49.

Xiaozhu, Z. & Xiaoming, Y. (2016). A study of the effects of multimedia dynamic teaching on cognitive load and learning outcome. Eurasia Journal of Mathematics, Science & Technology Education, 12(11), 2851-2860.

Yoon, S., Anderson, E., Lin, J., & Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology & Society, 20(1), 156–168.

Yuen, S., Yaoyuneyong, G., & Johnson, E. (2011). Augmented reality: An overview and five directions for AR in education. Journal of Educational Technology Development and Exchange, 4 (1), 119- 140.

Zhou, F., Duh, H. B. L., & Billinghurst, M. (2008). Trends in augmented reality tracking, interaction and display: A review of ten years of ISMAR. In Proceedings of the 7th IEEE/ACM International Symposium on Mixed and Augmented Reality, 193-202. IEEE Computer Society.

Zimmerman, H. T., & Bell, P. (2014). Where young people see science: Everyday activities connected to science. International Journal of Science Education. 4(1), 25–53. Available at: https://doi.org/10.1080/21548455.2012.741271.