Record Detail

Computer hardware and mobile devices have
developed rapidly in recent years, and augmented reality (AR)
technology has been increasingly applied in mobile learning.
Although instructional AR applications have yielded satisfactory
results and prompted students’ curiosity and interest, a
number of problems remain. The crucial topic for AR applications
is the lack of appropriate instructional scaffolds to help
students organize the content to be learned.Moreover, a lack of
appropriate instructional activities and scaffolds often results
in student confusion and frustration. Therefore, we integrated
AR with concept maps to form a concept-mapped AR
(CMAR) scaffold. Subsequently, whether CMAR improves
learning outcomes,motivation, and attitude inmobile learning
activities was determined. An empirical study was conducted
on 71 fifth-grade elementary students in SouthernTaiwan.The
students were divided intoCMARandARsystem groups.The
results showed that students in the CMAR group performed
significantly better than those in the AR group. The student
interview results also showed that the CMAR system helped
students organize what they wanted to learn.