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題名 Using augmented reality technology improves critical thinking for low-achievement students – An example of saponification reaction
作者 吳珮瑀
Wu, Pei-Yu;Cheng, Yufang;Lee, Meng-han;Yang, Chung-Sung
貢獻者 教育學院
關鍵詞 augmented reality; critical thinking; cooperative/collaborative learning; simulations; virtual reality
日期 2017-09
上傳時間 20-二月-2024 14:00:46 (UTC+8)
摘要 Or the past decade, only few studies have explored t he augmented reality (AR) technology to engage with the innovative and critical thinking in the educational research area. It might be beneficial for low - achievement students to enhance their learning skills via combination of AR technology and experiment al critical thinking. In this study we employ the saponification to show the benefits of the combination. During the saponification, some potential hazards and dangers exists in chemical reactions, especially for those low - achievement students. Thus, th e use of developed a ugmented r eality learning system – saponification experiment (ARLS - SE) was avoid ed these potential hazards and dangers. T he Leap Motion tool was involved for hand interaction. The ARLS - SE system is based on five critical thinking skill s ; i.e. explanation, analysis, assessment, reasoning, and evaluation to train participants with critical thinking skills during the operation of the system. There are 45 participants (18 - 20 years old) from the first year in university to involve in the ex periments. The experiments include pretest, intervention, and post - test, to explore the impact and learning performance by using the ARLS - SE with critical thinking for low - achievement students. The primary results show that the participants enjoyed the o peration of ARLS - SE and performed great learning effects on saponification reaction, and significant progress on cultivation of critical thinking skills.
關聯 Fifth International Conference on Advances in Computing, Communication and Information Technology - CCIT 2017, ICACCI, pp.10-12
資料類型 conference
DOI https://doi.org/10.15224/978-1-63248-131-3-11
dc.contributor 教育學院
dc.creator (作者) 吳珮瑀
dc.creator (作者) Wu, Pei-Yu;Cheng, Yufang;Lee, Meng-han;Yang, Chung-Sung
dc.date (日期) 2017-09
dc.date.accessioned 20-二月-2024 14:00:46 (UTC+8)-
dc.date.available 20-二月-2024 14:00:46 (UTC+8)-
dc.date.issued (上傳時間) 20-二月-2024 14:00:46 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149910-
dc.description.abstract (摘要) Or the past decade, only few studies have explored t he augmented reality (AR) technology to engage with the innovative and critical thinking in the educational research area. It might be beneficial for low - achievement students to enhance their learning skills via combination of AR technology and experiment al critical thinking. In this study we employ the saponification to show the benefits of the combination. During the saponification, some potential hazards and dangers exists in chemical reactions, especially for those low - achievement students. Thus, th e use of developed a ugmented r eality learning system – saponification experiment (ARLS - SE) was avoid ed these potential hazards and dangers. T he Leap Motion tool was involved for hand interaction. The ARLS - SE system is based on five critical thinking skill s ; i.e. explanation, analysis, assessment, reasoning, and evaluation to train participants with critical thinking skills during the operation of the system. There are 45 participants (18 - 20 years old) from the first year in university to involve in the ex periments. The experiments include pretest, intervention, and post - test, to explore the impact and learning performance by using the ARLS - SE with critical thinking for low - achievement students. The primary results show that the participants enjoyed the o peration of ARLS - SE and performed great learning effects on saponification reaction, and significant progress on cultivation of critical thinking skills.
dc.format.extent 117 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Fifth International Conference on Advances in Computing, Communication and Information Technology - CCIT 2017, ICACCI, pp.10-12
dc.subject (關鍵詞) augmented reality; critical thinking; cooperative/collaborative learning; simulations; virtual reality
dc.title (題名) Using augmented reality technology improves critical thinking for low-achievement students – An example of saponification reaction
dc.type (資料類型) conference
dc.identifier.doi (DOI) 10.15224/978-1-63248-131-3-11
dc.doi.uri (DOI) https://doi.org/10.15224/978-1-63248-131-3-11