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Presenter Seminar International JBFEM Award & Symposium
Researchers have indicated that students generally show high interests in learning in authentic environments using mobile devices, but their learning performance might not reach instructors’ expectation if no proper learning support is provided. One of themajor problems students encountered in mobile learning is the difficulty of constructing knowledge acquired from multiple sources, such as the textbooks, web content as well as the real-world contexts they are situated. In a museum, the challenge is even bigger since students need to image the real learning targets (e.g., the dinosaurs and their living environments in a dinosaur museum) via only observing the fossils or exhibited ancient assets. Therefore, in this paper, a multiple knowledge-representationapproach is proposed to develop an Augmented Reality (AR) system for supporting students to learn in a dinosaur museum. It was expected that the proposed approach can engage students in a systematical knowledge organizing process when observing the fossils of dinosaurs by showing them corresponding materials and guiding them to answer a series of questions related to the concepts of dinosaur species. A quasi-experimental design method was adopted to evaluate the impacts of this proposed approach. The students in the experimental group will be guided to learn with the multiple knowledge-representation AR approach, and the students of the control group learned with the conventional AR approach. It was expected that the innovative approach is helpful to the students to more effectively and efficiently learn the knowledge of dinosaur, build knowledge structure, and achieve better learning performance