스캐폴딩 종류에 따른 모바일 증강현실(MAR) 교수학습 방법이 화학 학업성취도, 학습 몰입감, 학습 동기에 미치는 영향

Abstract

Objectives The purpose of this study was to find out the effect of the mobile augmented reality-based teaching and learning method according to scaffolding types on chemistry academic achievement, learning flow, and learning motivation.
 Methods 142 students in the second grade of coeducational general high school were randomly assigned to three groups: the group of supportive scaffolding POGIL using mobile augmented reality (SS), the group of reflective scaffolding POGIL using mobile augmented reality (RS), and the group of traditional lecture (TL). Students studied concepts related to chemical bonding and molecular structures throughout the 5 lessons. Two-way ANCOVA of 3 (teaching-learning method) × 2 (prior academic achievement level) factors was performed by conducting chemistry academic achievement, learning flow, and learning motivation tests as pre- and post-tests.
 Results The RS group had significant improvement in chemistry achievement than the SS group regardless of the prior academic achievement level. In learning flow, the RS group and the SS group had significant improvement, and in learning motivation, only the RS group had significant improvement. As the results of analyzing by level of prior academic achievement, in the high-level group, the RS group had significant improvement in chemistry academic achievement, and there was no difference between the groups in learning flow and learning motivation. In the low-level group, both the SS group and the RS group had significant improvement in chemistry academic achievement, learning flow, and learning motivation.
 Conclusions Based on these results, the educational implications of the teaching and learning methods using augmented reality in order to be applied to the school were discussed.