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Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment

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Immersive Learning Research Network (iLRN 2023)

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Abstract

The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.

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Notes

  1. 1.

    https://hci.uni-wuerzburg.de/projects/horst-the-teaching-frog/.

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Acknowledgements

We would like to thank principal Wolfgang Naumann and the teachers of LuO Darmstadt Gymnasium for their support of our study.

This research was performed within the “Die Zukunft des MINT-Lernens” project, supported by the Deutsche Telekom Stiftung.

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Authors and Affiliations

  1. Human-Computer Interaction, University of Würzburg, Würzburg, Germany

    Sebastian Oberdörfer, Anne Elsässer & Marc Erich Latoschik

  2. School Pedagogy, University of Würzburg, Würzburg, Germany

    Silke Grafe

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  1. Sebastian Oberdörfer
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  2. Anne Elsässer
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  4. Marc Erich Latoschik
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Correspondence to Sebastian Oberdörfer .

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  1. Queen Mary University of London, London, UK

    Marie-Luce Bourguet

  2. University of Potsdam, Potsdam, Germany

    Jule M. Krüger

  3. University of Aveiro, Aveiro, Portugal

    Daniela Pedrosa

  4. Goethe University Frankfurt, Frankfurt am Main, Germany

    Andreas Dengel

  5. British Telecom Research Labs, Ipswich, UK

    Anasol Peña-Rios

  6. University of Montana, Missoula, MT, USA

    Jonathon Richter

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Oberdörfer, S., Elsässer, A., Grafe, S., Latoschik, M.E. (2024). Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment. In: Bourguet, ML., Krüger, J.M., Pedrosa, D., Dengel, A., Peña-Rios, A., Richter, J. (eds) Immersive Learning Research Network. iLRN 2023. Communications in Computer and Information Science, vol 1904. Springer, Cham. https://doi.org/10.1007/978-3-031-47328-9_26

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