Supporting informal science learning with metacognitive scaffolding and augmented reality: effects on science knowledge, intrinsic motivation, and cognitive load-Reference-Cited by-同舟云学术

Supporting informal science learning with metacognitive scaffolding and augmented reality: effects on science knowledge, intrinsic motivation, and cognitive load

Published:2022-01-27 Issue: Volume: Page:1-16
ISSN:0263-5143
Container-title:Research in Science & Technological Education
language:en
Short-container-title:Research in Science & Technological Education

Author:

Chen Ching-Huei¹,Chan Wen-Pi¹,Huang Kun²,Liao Chin-Wen¹

Affiliation:

1. Department of Industrial Education and Technology, National Changhua University of Education, Changhua, Taiwan

2. Department of Curriculum and Instruction, University of Kentucky, Lexington, KY, USA

Funder

Ministry of Science and Technology, Taiwan

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02635143.2022.2032629

Reference51 articles.

1. Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories

2. Determining the trends of using augmented reality in education between 2006-2016

3. Falling in love and staying in love with science: ongoing informal science experiences support fascination for all children

4. A psychological perspective on augmented reality in the mathematics classroom

5. Museum learning via social and mobile technologies: (How) can online interactions enhance the visitor experience?

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