Abstract
In traditional school education, the content of health education courses cannot be easily linked to daily life experiences. This results in the low application of acquired knowledge and hinders students from gaining hands-on experience and a sense of accomplishment through courses, thereby lowering the learners’ engagement and willingness to learn. This study designed a board game integrated with augmented reality (AR) for health education; incorporated the card-game, slides, and learning-sheets (CSLS) gamification teaching model into the learning process; and discussed the effectiveness of board games with augmented reality in improving learning outcomes and emotions. The research participants were 52 senior high school students, who were assigned to the experimental (AR health education board game) or control (health education board game) group in the teaching experiment. The research findings reveal the following. The two groups were significantly different in terms of (1) learning outcomes, (2) negative emotions, (3) flow state in the game.
Highlights
Students are commonly restricted by the education system, and the content of health education courses cannot be linked to learners’ everyday experiences
Electronics 2020, 9, 1752 learning domain through situated learning; augmented reality (AR) integrated with games provides a solution to the missing connection between health education courses and daily-life scenarios
We developed an augmented reality (AR)-based board game to be incorporated into health education to familiarize senior high school students with health education
Summary
Students are commonly restricted by the education system, and the content of health education courses cannot be linked to learners’ everyday experiences. The application of acquired knowledge is relatively low, and it is difficult for learners to acquire hands-on experience and a sense of accomplishment in class. This causes insufficient engagement and low willingness to learn. In comparison with traditional learning, which generally involves learners passively receiving knowledge from teachers, game-based learning offers more engaging learning experiences and improves learners’ learning outcomes, thereby enabling learners to learn actively. Goetz and Perry [26] conceived the Achievement Emotions Questionnaire (AEQ) based on exploratory studies identifying the emotions reported by students in academic situations. In order to understand the learners’ manifestation of emotion during the experience of the AR-based board game, we used this scale, which is divided into three sections, namely before learning, during learning, and after learning, with a total of 75 questions
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