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首页> 外文期刊>Journal of interactive learning research >Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills
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Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

机译：增强的能力支持学习：比较增强现实沙箱和常规地图的教学效果，以教地形图技能

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摘要

This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest assessment between map type and spatial ability Prior learning activity results revealed a significant performance difference between AR and non-AR treatment conditions. The potential intervening variable of spatial ability was ruled-out as a rival explanation for the score differences between the two treatment conditions, although the novelty of the Augmented Reality Sandbox may have contributed somewhat to higher scores for the AR treatment group.We propose that the Augmented Reality Sandbox's AR affordances offer new directions for instructional design of interfaces that promote learning through embodied interaction and multisensory feedback.
机译：这项研究比较了AR和非AR地形图指导和实践期间和之后的学习表现双向ANOVA测试表明，地图类型和空间能力之间的事后评估没有显着差异。先前的学习活动结果表明，AR和非AR的表现显着不同-AR治疗条件。尽管增强现实沙盒的新颖性可能在一定程度上有助于提高AR治疗组的得分，但排除了潜在的空间能力干预变量作为两种治疗条件之间得分差异的竞争性解释。增强现实Sandbox的AR功能为界面的教学设计提供了新的方向，这些界面通过具体的交互作用和多感官反馈来促进学习。

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