Abstract
The development of Augmented Reality (AR) technologies is creating new opportunities and challenges for the designers of e-learning systems. More recently, AR based educational systems have been developed that are implementing new learning scenarios for primary and secondary schools. An important goal of these novel teaching platforms is to enhance the students’ motivation to learn. This paper reports on a user-centered formative usability evaluation of an AR-based learning scenario for Chemistry with a focus on the motivational value. After user testing, quantitative and qualitative data were collected that are measuring the educational and motivational values of the learning scenario. While the comparison between the two types of measure is increasing the confidence in the evaluation results, the qualitative measures are also providing with a detailed description of the user learning experience. In this respect, not only the students found the Chemistry scenario interesting, captivating and enjoyable but they were also delighted to feel in control of the learning process.
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Pribeanu, C., Iordache, D.D. (2008). Evaluating the Motivational Value of an Augmented Reality System for Learning Chemistry. In: Holzinger, A. (eds) HCI and Usability for Education and Work. USAB 2008. Lecture Notes in Computer Science, vol 5298. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-89350-9_3
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DOI: https://doi.org/10.1007/978-3-540-89350-9_3
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