Augmented reality worksheets in field trip learning

Abstract

ABSTRACT Worksheets are often used during field trips and utilize a learning cycle with three stages (exploration, concept introduction and concept application) to engage learners in the learning activities of observation and exploration. However, traditional paper worksheets do not provide multimedia and interactive presentations with physical objects, which made learners losing interaction with the physical context during field trips and failing to implement all the stages completely. This study designed an augmented reality worksheet with a three-stage learning cycle and applied it to learning about plants, specifically assisting learners in observing and classifying plants. A pretest-posttest quasi-experimental design was used to show the effect of learning when learners used augmented reality worksheets. Lag sequence analysis was used to identify learning behavioral patterns. The findings indicate that the learning effect of using augmented reality worksheets is much better than that of paper worksheets and improves the learners’ interaction with plants.