Next Article in Journal
Perspective-Taking in Virtual Reality and Reduction of Biases against Minorities
Next Article in Special Issue
Innovative Teacher Education with the Augmented Reality Device Microsoft HoloLens—Results of an Exploratory Study and Pedagogical Considerations
Previous Article in Journal
User Monitoring in Autonomous Driving System Using Gamified Task: A Case for VR/AR In-Car Gaming
Previous Article in Special Issue
An Overview of Twenty-Five Years of Augmented Reality in Education
Article

Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science

Learning Lab, University of Duisburg-Essen, Universitätstraße 2, 45141 Essen, Germany
*
Author to whom correspondence should be addressed.
Academic Editors: Gokce Akcayir, Nikolaos Pellas, Heinrich Söbke and Yun Wen
Multimodal Technol. Interact. 2021, 5(8), 41; https://doi.org/10.3390/mti5080041
Received: 22 June 2021 / Revised: 16 July 2021 / Accepted: 20 July 2021 / Published: 24 July 2021
(This article belongs to the Special Issue Theoretical and Pedagogical Perspectives on Augmented Reality)
In this study, we report findings from the PCBuildAR project, in which students developed augmented reality (AR) artifacts following a guided design-based learning (DBL) approach. Sixty-two students participated in the study and were either in their first year to learn about computer science or were more experienced computer science students. In terms of learning performance, only the first-year students benefited from our guided DBL approach. In contrast, the experienced students were highly motivated to learn computer science not only immediately after the intervention, but also in the long term. For first-year students, this effect was only evident directly after the intervention. Overall, the guided DBL design proved to be effective for both motivation and learning, especially for younger students. For older learners, a better balance between guidance and autonomy is recommended. View Full-Text
Keywords: augmented reality; design-based learning; computer science education; motivation; learner-generated content augmented reality; design-based learning; computer science education; motivation; learner-generated content
Show Figures

Figure 1

MDPI and ACS Style

Buchner, J.; Kerres, M. Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science. Multimodal Technol. Interact. 2021, 5, 41. https://doi.org/10.3390/mti5080041

AMA Style

Buchner J, Kerres M. Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science. Multimodal Technologies and Interaction. 2021; 5(8):41. https://doi.org/10.3390/mti5080041

Chicago/Turabian Style

Buchner, Josef, and Michael Kerres. 2021. "Students as Designers of Augmented Reality: Impact on Learning and Motivation in Computer Science" Multimodal Technologies and Interaction 5, no. 8: 41. https://doi.org/10.3390/mti5080041

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop