Abstract
Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in real-world contexts. However, when interacting with such a rich information environment that contains real-world and virtual-world learning resources, students might feel confused and frustrated owing to the lack of appropriate instructional design. Therefore, in this study, an image recognition-based mobile learning system with an active learning-promoting mechanism was developed for supporting field trips for local culture courses. An experiment was executed to examine the effects of the proposed approach on students’ learning achievement, learning motivation, and local culture identity. Moreover, the students’ learning behavioral patterns were probed. The experimental results showed that the proposed approach not only improved the students’ learning achievements as well as their learning motivation and local culture identity, but the students who learned with the proposed approach also demonstrated more active behavioral patterns than those who learned without the active learning-promoting mechanism. Based on the findings of this study, some recommendations for those who plan to develop effective learning strategies for conducting AR-based mobile learning activities are proposed.
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Acknowledgements
This study is supported in part by the Ministry of Science and Technology of the Republic of China under Contract Nos. MOST 104-2511-S-011-001-MY2 and MOST-105-2511-S-011-008-MY3.
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Appendix: Questionnaires and test items
Appendix: Questionnaires and test items
Motivation questionnaire adapted from Wang and Chen (2010) |
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Intrinsic motivation |
1. In this local culture course, I prefer course material that really challenges me so I can learn new things. |
2. In this local culture course, I prefer course material that arouses my curiosity, even if it is difficult to learn. |
3. When I have the opportunity, I choose course assignments that I can learn from even if they don’t guarantee a good grade. |
Extrinsic motivation |
1. Getting a good grade in this course is the most satisfying thing for me. |
2. If I can, I want to get better grades in this course than most of the other students. |
3. I want to do well in this course because it is important to show my ability to my family, friends, employer, or others. |
Local culture identity questionnaire adapted from Hwang and Chang (2011). |
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1. When relatives and friends come to visit me, I would like to introduce my hometown culture to them. |
2. I think the cultural relics of my hometown have preserved value. |
3. It is my responsibility to protect the living environment of my hometown culture. |
4. I should try to protect and maintain the traditional folklore and craftsmanship. |
5. I am willing to participate in the culture activities of my hometown. |
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Hwang, GJ., Chang, SC., Chen, PY. et al. Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Education Tech Research Dev 66, 451–474 (2018). https://doi.org/10.1007/s11423-017-9567-5
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DOI: https://doi.org/10.1007/s11423-017-9567-5