工程教育中的增强现实:战略设计和基于证据的结果
Sebastián Donaire1,2, Rodrigo Barraza1, Pedro Martínez-Pagán2
1Facultad de Ingeniería, Universidad Santo Tomás, Santiago, Chile.
PloS one
|February 3, 2026
概括
塞巴斯框架通过整合增强现实 (AR) 学习活动来增强工程教育. 这种结构化的方法显著改善了学生的学业成绩和参与采矿工程课程.
科学领域:
- 工程教育 工程教育教育
- 教育技术的教育技术
- 沉浸式学习 沉浸式学习
背景情况:
- 在采矿工程中整合增强现实 (AR) 的专业方法缺乏.
- 需要有结构的框架来指导高等技术教育中AR的实施.
研究的目的:
- 定义和验证SEBAS (选择,建立,蓝图,应用,合成) 框架,用于工程教育中的AR集成.
- 评估AR学习活动对矿业工程学生教育成果的影响.
主要方法:
- 混合方法准实验设计与136名本科矿业工程学生.
- 使用SEBAS框架实施AR研讨会.
- 收集关于感知和动机的定量学术数据和定性调查数据.
主要成果:
- 参与AR研讨会的学生在学业成绩上的统计显著改善.
- 与对照组 (4.30) 相比,AR组 (4.70) 的平均最终成绩更高.
- 学生的感知,兴趣和感知到的实际适用性的积极变化.
结论:
- 塞巴斯框架为将AR纳入高等工程教育提供了一个结构化,教学上健全和可复制的模型.
- 使用SEBAS的AR集成可以提高学术表现,认知参与和行业准备.
- 该框架有效地解决了在技术学科中实施沉浸式技术的挑战.
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