Effects of Augmented Reality Integration (ARI) based Model Physics Independent Learning (MPIL) for facilitating 21st-Century Skills (21-CS)
Augmented Reality (AR) based learning provides real experiences for educators and new strategies for presenting physics concepts but also provides opportunities for students to interact interactively, spontaneously, and interestingly. Previous research has shown that AR has many advantages in educat...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/387625 |
| Acceso en línea: | https://hdl.handle.net/2117/387625 https://dx.doi.org/10.3926/jotse.1800 |
| Access Level: | acceso abierto |
| Palabra clave: | Augmented reality Virtual reality in education Physics -- Study and teaching Problem-based learning Augmented Reality Integration (ARI) Physics Independent Learning Model (MPIL) 21st Century Skills (21-CS) Realitat augmentada Realitat virtual en l'educació Física -- Ensenyament Aprenentatge basat en problemes Àrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC's aplicades a l'educació |
| Sumario: | Augmented Reality (AR) based learning provides real experiences for educators and new strategies for presenting physics concepts but also provides opportunities for students to interact interactively, spontaneously, and interestingly. Previous research has shown that AR has many advantages in education, but only a few focus on Independent Learning, such as freedom in problem solving and independent learning skills in physics learning. This study develops an Augmented Reality Integration (ARI) learning application based on the Physics Independent Learning (MPIL) model on the marine physics concept. This application is to explore the influence of ARI on 21st-Century Skills (21-CS) which consists of Critical Thinking, Collaboration, Communication, and Creativity. A Quasi-Experimental Method was used, and 88 students aged 20-22 were randomly assigned to the experimental and control groups. After an intervention for 3 weeks, it was found that integrating ARI technology into physics learning can (1) significantly increase students’ Creativity Thinking and Critical Thinking on Marine physics concepts; (2) guiding students to further improve in Communication, and Collaboration in solving problems contained in the ARI application; and (3) stimulate students’ learning motivation to be enthusiastic about learning physics concepts |
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