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dc.contributor.authorWen, Yunen
dc.contributor.authorWu, Longkaien
dc.contributor.authorHe, Sujinen
dc.contributor.authorTeo, Beng-chongen
dc.contributor.authorLooi, Chee-Kiten
dc.contributor.authorChai, Yiyuen
dc.identifier.citationWen, Y., Wu, L., He, S., Teo, B. C., Looi, C. K., & Cai, Y. (2022). How inquiry-based learning approach affect the impact of augmented reality on science learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences: ICLS 2022 (pp. 1069-1072). Hiroshima, Japan: International Society of the Learning Sciences.en
dc.identifier.isbn9781737330653 (online)-
dc.description.abstractDespite the potential advantages of using Augmented Reality (AR) in education, most of the existing AR studies have failed to analyse the impact of pedagogical approaches as well as the pedagogical strategies of implementing AR in teaching and learning. An inquiry based learning framework, coined QIMS, was proposed in this study by considering AR affordances. Through a quasi-experimental design, this study compared three conditions for science learning in a primary school. Results indicated that though students did not demonstrate statistically significant improvement in their academic performance when AR was used, students’ self-directed learning and creative thinking skills did significantly improve via experiencing the QIMS inquiry-based learning activities. The use of AR played a more significant role in enhancing students’ critical thinking and knowledge creation efficacy. Integrating QIMS and AR was more effective for students with lower abilities. The study provided suggestions on how to integrate AR with inquiry-based learning in science learning.en
dc.titleHow inquiry-based learning approach affect the impact of augmented reality on science learningen
dc.typeConference Paperen
dc.description.projectOER 26/19 WLK-
dc.grant.fundingagencyMinistry of Education, Singaporeen
item.openairetypeConference Paper-
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