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|Title:||Augmented Reality Improved Learning of Lower-level Students by Empowering their Participation in Collaborative Activities|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Tang, J., Zhang, Y., Luehmann, A., & White, A. (2020). Augmented Reality Improved Learning of Lower-level Students by Empowering their Participation in Collaborative Activities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 999-1006). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||Many studies have shown that augmented reality (AR) can improve learning, but little is known about the mechanisms. To investigate this inquiry, we employed a mixed analysis method to approach the data coming from an experimental study. The quantitative findings showed that lower-level students performed better in the post-assessments for AR groups than for control groups. Qualitative analyses were conducted to explore how AR facilitated the lower-level students’ learning. The current findings suggested that: the AR’s feature of distributed labor, openness, real-time feedback, and operational symbolic items sustained the lower-level students to engage with higher-level students in problem-solving activity inclusively, jointly, and authentically.|
|Appears in Collections:||ICLS 2020|
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