Search

The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how mobile AR-based learning applications affect students' learning gains through ANCOVA. Moreover, students' attitudes towards the applications are discussed. The participants are 68 junior high school students. The experimental results show that the mobile AR-based applications would be helpful for students' learning gains in the topic of probability. Students' attitude towards the AR applications in this series of lessons was positive. Overall, it was found that mobile AR-based learning applications have positive effects on junior high students learning mathematics.

Children with Autism Spectrum Disorder (ASD) perform poorly in complex fine motor skills and recognition, and they have difficulties in learning complex and multistep motor skills. Gestures-based games, which enable users to get timely feedback, to learn from failure, to engage in games at every moment, and to interact with computers intuitively have become promising tools. However, relevant empirical research on using gesture-based games to assist the learning of children with ASD is limited. With a case study method, we aim to examine the effects of using gesture-based games on the learning of children with ASD. Two gesture-based matching games were developed to improve the performance of children with ASD with respect to fine motor skills and recognition, and three young children with ASD participated in a three-week experiment. By comparing the participants' performance before and after the treatment, we found that the participants' performance in playing the gesture-based games improved greatly during the intervention, and intervention helped improve their performance regarding fine motor skills and recognition. Also, they were able to transfer the rules and skills they had learnt from the first game to completing the tasks in the second game. The findings above suggest the usefulness of using gesture-based games in assisting the learning of children with ASD. Some suggestions and implications for the development of the gesture-based games and future work are also discussed.

The development of Augmented Reality technologies has enabled students to learn in an environment that combines learning resources from the real and digital world. This paper integrates three mobile Augmented Reality-based applications into a series of mathematics lessons on probabilities in a junior high school. This paper aims to examine how mobile AR-based learning applications affect students' learning gains through ANCOVA. Moreover, students' attitudes towards the applications are discussed. The participants are 68 junior high school students. The experimental results show that the mobile AR-based applications would be helpful for students' learning gains in the topic of probability. Students' attitude towards the AR applications in this series of lessons was positive. Overall, it was found that mobile AR-based learning applications have positive effects on junior high students learning mathematics. [ABSTRACT FROM AUTHOR]