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Start date: 2020Subject: search.filters.subject.Augmented reality

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    Improving international students’ acculturation and Chinese vocabulary through problem-based learning with augmented reality
    (2026-02-01)
    Jiang, Yirong
    ;
    Prabowo, Thoriq Tri
    ;
    Ratana-Olarn, Thanin
    The integration of problem-based learning (PBL) and augmented reality (AR) has emerged as a promising approach to improve language learning and acculturation. This study aimed to develop and evaluate a problem-based learning and augmented reality (PBLAR) instructional model to enhance international students’ acculturation and Chinese vocabulary. The study used a quasi-experimental design with 70 first-year international students randomly assigned to an experimental group (EG) (PBLAR, n=35) or a control group (CG) (traditional teaching method, n=35). The intervention lasted two weeks, and both groups completed a pre-test to ensure baseline comparability. The EG achieved significantly higher post-test scores in Chinese vocabulary (F=296.65, p<0.001) and acculturation (F=840.62, p<0.001). In this context, PBLAR demonstrated stronger short-term outcomes in Chinese vocabulary and acculturation; it should be viewed as a complementary pedagogy that highlights the value of integrating PBL and AR. Findings highlight PBLAR’s potential for immersive, problem-driven language instruction that bridges technology and pedagogy in multicultural contexts.
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    Effect of augmented reality technology on learning behavior and attitudes of preschool students in science activities
    (2024-03-01)
    Zhufeng, Ye
    ;
    Sitthiworachart, Jirarat
    Teaching the complex subject matter of “Exploring Space” necessitates concrete and engaging teaching methods, as it requires students to employ abstract thinking and imagination. An expert team designed and developed Augmented Reality (AR)-based activity schemes for children aged 3–6. A total of 166 preschool students from Ningbo, China, were conveniently sampled to participate in six science activity units. 82 students received AR-based instruction, while 84 were taught using conventional methods. This research employed the “Preschool Learning Behaviors Scale (PLBS)”, “Attitude on Science in School Assessment (ATSSA)”, as well as “Attitude on AR Activities Scale (ARAAS)” to compare the impact of virtual manipulatives based on AR, as well as physical manipulatives on preschool students’ academic accomplishments and attitudes. Outcomes demonstrated that the AR-based science learning system promoted more active learning behaviors and improved learning attitudes. ANOVA analysis verified that AR receptivity remarkably influenced learning attitudes and behaviors, with learning attitudes also remarkably impacting learning behaviors. Furthermore, students exhibited high acceptance of AR technology in science activities.
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    User experience of augmented reality to encourage user satisfaction and willingness in e-commerce: A conceptual framework
    (2020-01-01)
    Junsawang, Sunisa
    ;
    Chaveesuk, Singha
    The applications of limited augmented reality technology in e-commerce might enhance and create new user's experience. It is apparent that existing e-commerce technology lacks the capability to provide personalized user experience or adequate product information to buyers. Thus, augmented reality technology may enhance the efficiency of e-commerce in respect of purchasing decision, by means of generating virtual information of products. At present, there have been very few studies conducted on the application of augmented reality in e-commerce to improve user experience and, hence, encourage user satisfaction and willingness. In that regard, this paper focuses on constructing a conceptual framework of user experience, satisfaction and willingness by employing augmented reality based on the technology acceptance model. Ultimately, this conceptual framework will provide profound insights into factors that influence user satisfaction and willingness to buy.