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Conceptions of Learning Science among Elementary School Students in AR Learning Environment: A Case Study of “The Magic Sound”

Author

Listed:
  • Su Cai

    (VR/AR + Education Lab, School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China
    Beijing Advanced Innovation Center for Future Education, Beijing Normal University, Beijing 100875, China)

  • Xinyue Jiao

    (VR/AR + Education Lab, School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Jiangxu Li

    (VR/AR + Education Lab, School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Peng Jin

    (Science Education Department, Office of Educational Administration, Beijing School, Beijing 100081, China)

  • Haitao Zhou

    (VR/AR + Education Lab, School of Educational Technology, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Tao Wang

    (Educational Evaluation and Quality Monitoring Center, Ocean University of China, Qingdao 266100, China)

Abstract

Augmented reality (AR) demonstrates great promise in science education. However, students’ conceptions of learning when they learn science using AR are currently unclear. This study aimed to analyze learners’ views and scientific epistemic beliefs on learning science. Eighty-two elementary school students in grades 4–6 participated in a two-week course on the introduction to sound. The intervention adopted inquiry-based learning utilizing three AR software programs that integrated multisensory channels. The data were collected through Cheng’s Conceptions of Learning Science by AR (CLSAR) questionnaire and Learners’ Scientific Epistemic Beliefs (SEB) questionnaire. The results show that students in this study generally had positive conceptions of learning science and a high level of scientific epistemic beliefs. Moreover, gender differences existed in the relationship between CLASR and SEB. This study contributed to the currently unresolved discussion of the impact of demographic differences on students’ learning, indicating that AR can be used to enhance senior students’ learning of science in elementary schools.

Suggested Citation

  • Su Cai & Xinyue Jiao & Jiangxu Li & Peng Jin & Haitao Zhou & Tao Wang, 2022. "Conceptions of Learning Science among Elementary School Students in AR Learning Environment: A Case Study of “The Magic Sound”," Sustainability, MDPI, vol. 14(11), pages 1-16, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6783-:d:829868
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