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Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes

机译：比较虚拟和基于位置的增强现实移动学习：情绪和学习成果

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Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students’ emotions and learning outcomes during a guided historical tour using mobile AR applications. Data was collected in a laboratory (Study 1; N = 13) and outdoors (Study 2; N = 18) from thirty-one undergraduate students at a large North American university. Our findings demonstrated that learners were able to effectively and enjoyably learn about historical differences between past and present historical locations by contextualizing their visual representations, and that the two mobile AR apps were effective both in and outside of the laboratory. Learners were virtually situated in the historical location in Study 1 and physically visited the location in Study 2. In comparing results between studies, findings revealed that learners were able to identify more differences outdoors and required less scaffolding to identify differences. Learners reported high levels of enjoyment throughout both studies, but more enjoyment and less boredom in the outdoor study. [...]
机译：已有关于增强现实（AR）的学习效果的研究，但缺乏实证研究，探索了积极情绪在支持这种学习中的作用。为了弥补这一差距，本研究在使用移动AR应用程序进行的历史导览中，比较了大学生的情绪和学习成果。在实验室（研究1； N = 13）和室外（研究2； N = 18）中收集了来自大型北美大学的31名本科生的数据。我们的发现表明，学习者能够通过上下文化他们的视觉表示来有效，愉快地了解过去和现在的历史位置之间的历史差异，并且这两个移动AR应用程序在实验室内外均有效。学习者实际上位于研究1的历史位置，而实际访问了研究2的位置。在比较研究之间的结果时，研究结果表明，学习者能够在户外发现更多差异，而需要较少的脚手架来识别差异。学习者报告说，在两项学习中，他们的娱乐水平都很高，但是在户外学习中，娱乐性更高，乏味程度更低。 [...]

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