The influence of academic emotion on level of attention and relaxation in augmented reality learning: are boys consistent with girls? (La influencia de la emoción académica en el nivel de atención y relajación en el aprendizaje mediante la realidad aumentada)

Abstract

ABSTRACT Based on AR learning software, this study investigated whether students with positive academic emotion and negative academic emotion maintained consistent levels of attention and relaxation. In Study 1, 98 primary school students were selected and tested with the SUS scale after completing an AR learning module. In Study 2, 45 primary school students were selected to participate in a two-factor between-subjects experimental design. The results showed that (1) AR learning software has good usability, (2) there was a significant difference in gender — in the AR learning environment, girls’ degree of relaxation was greater than that of boys, (3) in AR learning, the degree of attention and relaxation among students in the negative academic emotion group was higher than among those in the positive academic emotion group, but the difference did not reach a level of significance, which partly reflects the interest-based positive compensation trend of negative academic emotion.