The Effects of AR-based Instruction on Students’ Learning Performance, Motivation and Self-efficacy in Programming Learning

Authors

  • Gloria Yi-Ming KAO Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan Author
  • Cheng-An RUAN Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan Author

Abstract

Recent studies have reported benefits of Augmented Reality (AR)-based instruction in various learning domain. However, few studies were done to explore its effects in programming learning. In this study, we devolved an AR-based instruction with high (puzzle cards) or low (fixed card) interaction levels to assist programming learning. The results showed that students’ learning performance and self-efficacy were improved after the experiment, which indicated AR-based learning did have positive effects though no difference between high and low interaction could be determined at this stage.

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Published

2014-11-30

Conference Proceedings Volume

2014: ICCE 2014: The 22nd International Conference on Computers in Education

Section

Articles

How to Cite

The Effects of AR-based Instruction on Students’ Learning Performance, Motivation and Self-efficacy in Programming Learning. (2014). International Conference on Computers in Education. http://library.apsce.net/index.php/ICCE/article/view/3095