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Problem-driven Understanding in Augmented Reality: The Effects on Learning Engagement and Writing Achievement

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Resilience and Future of Smart Learning (ICSLE 2022)

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Abstract

To solve a series of problems arising from the application of augmented reality in writing teaching, this study designed a problem-driven comprehension teaching strategy and used an empirical research method to explore the effects of problem-driven understanding teaching and instructional teaching in an augmented reality environment on elementary school students' learning achievement and learning engagement in Chinese writing, as well as teachers' and students' satisfaction with problem-driven understanding teaching in an augmented reality environment. The study found that problem-driven understanding instruction in augmented reality can alleviate the problem of low student learning engagement caused by the application of augmented reality in teaching to a certain extent; and can promote students' learning achievement in writing, especially in the three dimensions of completeness, correctness.

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Author information

Authors and Affiliations

  1. College of Education, Wen Zhou University, Wen Zhou, China

    Qian Li, Gang Yang, Miao Han, Xiao-Qian Zheng & Hui-Min Zhou

Authors
  1. Qian Li
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  2. Gang Yang
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  3. Miao Han
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  4. Xiao-Qian Zheng
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  5. Hui-Min Zhou
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Corresponding author

Correspondence to Qian Li .

Editor information

Editors and Affiliations

  1. School of Education, Hangzhou Normal University, Hangzhou, Zhejiang, China

    Junfeng Yang

  2. Smart Learning Institute, Beijing Normal University, Beijing, China

    Dejian Liu

  3. College of Information, The University of North Texas, Denton, TX, USA

    Kinshuk

  4. Smart Learning Institute, Beijing Normal University, Beijing, China

    Ahmed Tlili

  5. Athabasca University, Edmonton, AB, Canada

    Maiga Chang

  6. University of Craiova, Craiova, Romania

    Elvira Popescu

  7. S.A, Vic Proyectos Internacionales, Universidad Internacional de La Rioja, Logroño, La Rioja, Spain

    Daniel Burgos

  8. Faculty of Education, Near East University, Nicosia, Cyprus

    Zehra Altınay

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© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

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Li, Q., Yang, G., Han, M., Zheng, XQ., Zhou, HM. (2022). Problem-driven Understanding in Augmented Reality: The Effects on Learning Engagement and Writing Achievement. In: Yang, J., et al. Resilience and Future of Smart Learning. ICSLE 2022. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-5967-7_11

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  • DOI: https://doi.org/10.1007/978-981-19-5967-7_11

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-19-5966-0

  • Online ISBN: 978-981-19-5967-7

  • eBook Packages: EducationEducation (R0)

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