Abstract
In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.
Highlights
This study suggests that the implementation of augmented reality (AR) technology in certification courses can be beneficial to learning outcomes
The present study explored the learning effectiveness, motivation, self-efficacy, and cognitive load of students who used an AR-based learning approach called Makeup AR in a makeup design certification course
This study investigated the impact of using the Makeup AR and e-book learning approaches on the investigated the impact of using the Makeup AR and e-book learning approaches on the performance of students with different learning styles
Summary
The convenience and effectiveness of using smartphones in learning activities have attracted the attention of educators worldwide [1,2,3,4]. Studies have indicated that teacher lecturing is not beneficial for improving students’ learning effectiveness and that the use of technology in teaching has considerable benefits over lecturing [5,6,7]. Researchers are actively attempting to develop new teaching methods that employ smartphone technology to overcome limitations in teaching, with the aim of providing students with new learning experiences and more effective learning methods [8,9,10]. In education, increasing emphasis is placed on the use of technology in learning, and researchers continue to introduce new technological features into learning to improve students’ learning effectiveness [11,12]
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