测量增强现实在翻转式学习模式对工程学生批判性思维,学习动机和知识的影响
Rubina Dutta1, Archana Mantri1, Gurjinder Singh1
1Institute of Engineering and Technology, Chitkara University, Chitkara University, Punjab, India.
Journal of science education and technology
|June 26, 2023
概括
增强现实 (AR) 通过提高批判性思维和动机来增强工程教育. 这种AR系统有效地教授了卡纳乌地图 (K-map) 技术,促进了学生的知识获取.
科学领域:
- 工程教育 工程教育教育
- 计算机科学 计算机科学
- 教育技术的教育技术
背景情况:
- 数字电子对于工程学生至关重要,涉及复杂的问题解决与布尔方程.
- 卡诺图 (K-map) 是布尔方程的一个关键最小化技术,但对于学生来说往往具有挑战性.
- 现有的K地图教学方法可能很难遵循,妨碍学生的理解.
研究的目的:
- 开发和评估基于增强现实 (AR) 的学习系统,用于教学卡诺地图 (K-map) 技术.
- 调查AR学习系统对本科工程学生的批判性思维能力,学习动机和知识获取的影响.
- 为了比较AR辅助翻转学习与传统教学方法对K地图最小化的有效性.
主要方法:
- 使用Unity 3D和Vuforia SDK开发了一个AR学习系统,用于一步一步的K-map指令.
- 进行了一项实验研究,对128名本科工程学生进行了实验,分为实验 (AR) 和控制 (传统) 组.
- 实施了翻转学习模型,其中AR系统被用于课堂活动.
主要成果:
- 与传统方法相比,AR学习系统显著提高了学生的批判性思维能力,学习动机和知识获取.
- 使用AR系统的学生表现出对K-map技术的更好理解和应用.
- 批判性思维和学习动机与AR组的知识获取有积极的相关性.
结论:
- 增强现实技术为增强数字电子教育提供了一个强大的工具,特别是在K-maps等复杂主题上.
- 基于AR的翻转式学习方法对关键的学习成果产生了积极的影响,包括批判性思维,动机和知识获取.
- 将AR整合到工程课程中可以为学生带来更有效和更有吸引力的学习体验.
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