Generative learning strategies do not diminish primary students\u2019 attitudes towards augmented reality

Josef Buchner

doi:10.1007/s10639-021-10445-y

Abstract

Do generative learning strategies influence the motivational and affective factors of learning with augmented reality? This article explores this highly topical new question in the field of research on educational technology and reports the results of a value-added study that compares two mobile AR learning environments with or without additional learning strategies. A total of 56 primary school students participated and learned with augmented reality (AR) learning materials either in an experimental group or a control group. The experimental group learned with AR and additional learning strategies based on generative learning theory, namely, self-explanation and self-testing. The control group learned only with AR. It was investigated whether the addition of learning strategies would lead to a reduction in positive attitudes towards AR as a learning technology. The experimental group of students showed overall positive attitudes towards AR as a learning technology at approximately the same level as the control group. However, significant differences were found for the skepticism subscale, indicating that learners who learned with both AR and learning strategies were more skeptical about AR as a learning technology than those who learned only with AR. Gender differences were also found for the accessibility subscale, with male participants considering the AR technology to be easier to access outside of the classroom too. The impact of these results on theory and practice as well as further research directions is discussed.

Highlights

In recent years, researchers have put considerable effort into investigating the effects and potential of the relatively new augmented reality (AR) technology for teaching and learning
Significant differences were found for the factors Usability (z = −3.10, p = 0.002) and Skepticism (z = −2.42, p = 0.016). These results indicate that the experimental group (GenAR) rated their AR materials as less user-friendly than the control group (ConAR)
In this study we investigated AR technology from the perspective of generative learning theory and the extent to which adding the learning strategies of selfexplaining and self-testing affected the attitudes of primary school students towards AR as a learning technology

Summary

Introduction

Researchers have put considerable effort into investigating the effects and potential of the relatively new augmented reality (AR) technology for teaching and learning. Most of the studies analyzed could be categorized as media comparison studies, which involve the comparison of the learning outcomes of the same content presented through two different media (e.g., video or AR) (Mayer 2019a) Such studies have been criticized for a long time because the results do not indicate whether the AR technology itself is effective for learning. The method used, and the coding of information are investigated as the aspects that contribute to learning success and/or failure (Clark 1994; Kozma 1994) This line of research led to the development of the probably best-known theory of learning with multimedia: the cognitive theory of multimedia learning (CTML) (Mayer 2002, 2014a). Foster generative processing helps learners to make sense of the material, for example by using human-like gestures (embodiment principle) and conversational language (personalization principle) or through learning strategies like summarizing, self-testing and self-explaining (Fiorella and Mayer 2016)

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Discussion

Conclusion