Abstract
The purpose of this study was to investigate how a mobile collaborative augmented reality (AR) system affects learnersi¦ knowledge construction behaviors and learning performances. In this study, 20 undergraduate students were recruited and divided into dyads to discuss given questions with the assistance of mobile collaborative AR system named AR Physics. The participantsi¦ knowledge regarding elastic collision was evaluated through a pretest and a posttest that occurred right after the treatment. Learnersi¦ knowledge construction behaviors were qualitatively identified according to a selected coding scheme and then were analyzed by adopting sequential analysis. The results indicated that learners significantly gained their knowledge on the topic of elastic collision after completing the given task by manipulating AR Physics system. Furthermore, sequential patterns of learnersi¦ behaviors during knowledge construction activities were identified.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
