期刊名称:International Journal of Emerging Technologies in Learning (iJET)
印刷版ISSN:1863-0383
出版年度:2022
卷号:17
期号:5
DOI:10.3991/ijet.v17i05.28613
语种:English
出版社:Kassel University Press
摘要:This study aimed to determine the effect of augmented reality-based learning media and cognitive ability as well as their interaction on student learning outcomes in engineering-physics teaching. The results of the study revealed that augmented reality-based learning media improved student learning outcomes for activity-centered models and exploratory tutorial models. Furthermore, cognitive ability had a positive effect on learning outcomes, and the learning outcomes of students with high cognitive abilities were better than those of students with low cognitive abilities. Augmented reality-based learning media developed by an exploratory tutorial model proved effective for all students, while those developed by an activity-centered model was effective only for students who had high cognitive abilities.