Improving Student Science Knowledge and Skills: A Study of the Impact of Augmented-Reality Animated Content on Student Learning

ID: 33034 Type: Full Paper
  1. Scott Elliot and Cathy Mikulas, SEG Measurement, United States

Wednesday, March 9 5:15-5:45 PM Location: Evergreen

No presider for this session.

Abstract: The purpose of this study was to explore learning growth associated with the use of an integrated Science instruction tool, 3D Library, incorporating both traditional books and augmented-reality animated content. We investigated the following question: Do fourth grade students using both the books and augmented-reality animated content achieve greater increases in Science knowledge and skills than a comparable group of students who use only the books or a comparable group of students using nothing at all? Additionally, the study explored the results by gender and ethnicity. Using a quasi-experimental, pre-post design, this study compared growth in Science knowledge and skills. The findings indicate that students who used both the books and augmented-reality animated content show greater learning gains than students using just the books or nothing at all.

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