Tiantian Li
ABSTRACT
In recent years, due to the rapid development of information technology, virtual reality (VR) and augmented reality (AR) began appearing as teaching assistance in classroom. While before the technology-assisted classroom, laboratory classes tended to use physical teaching aids and accurate experimental procedures to help students understand the content. In order to explore the differences in learning achievement between on-site chemistry experiments and experiments conducted in AR and VR. Also, to understand the technological acceptance of AR and VR. A pre-test, post-test, and technology acceptance questionnaire is designed. The experiment also use snowball sampling and invited 38 students from Hanzhong City, Shaanxi Province, to participate. A total of 30 available data were collected. A quantitative approach was used to draw relevant conclusions. It was found that the learning achievement of on-site chemistry experiment was the best, the AR group was the second, and the VR group came to the last. In terms of technology acceptance, the AR group showed more positive performance than the VR group. This attitude also positively fed back to the learning achievement of the AR group, and the students in the AR group also had the less psychological burden.
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Index Terms
- An Exploration of the Influence of 2D Image-Based Augmented Reality, Virtual Reality, and on-site experiment on Learning Achievement and Technology Acceptance: Based on a Secondary School Chemical Experiment Class
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