Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training Metadata
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- Main Title Insights Into the Factors Influencing Student Motivation in Augmented Reality Learning Experiences in Vocational Education and Training
Author: Bacca, JorgeCreator Type: PersonalCreator Info: University of Girona
Author: Baldiris, SilviaCreator Type: PersonalCreator Info: Fundación Universitaria Tecnológico Comfenalco; Universidad Internacional de la Rioja
Author: Fabregat, RamonCreator Type: PersonalCreator Info: University of Girona
Author: KinshukCreator Type: PersonalCreator Info: University of North Texas
Name: Frontiers Research FoundationPlace of Publication: Lausanne, Switzerland
- Creation: 2018-08-21
- Submission Date: 2018-05-09
- Acceptance Date: 2018-07-27
- Content Description: This article attempts to identify some of the components that positively affect student motivation in mobile augmented reality (AR) learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education.
- Physical Description: 13 p.
- Keyword: augmented reality
- Keyword: ARCS
- Keyword: learning experiences
- Keyword: motivation
- Keyword: vocational education and training
- Journal: Frontiers in Psychology, 2018. Lausanne, Switzerland: Frontiers Research Foundation
- Publication Title: Frontiers in Psychology
- Volume: 9
- Page Start: 1
- Page End: 13
- Peer Reviewed: True
Name: UNT Scholarly WorksCode: UNTSW
Name: UNT College of InformationCode: UNTCOI
- Rights Access: public
- Rights License: by
- DOI: 10.3389/fpsyg.2018.01486
- Archival Resource Key: ark:/67531/metadc1234368
- Academic Department: Information Science
- Display Note: Abstract: Research on Augmented Reality (AR) in education has demonstrated that AR applications designed with diverse components boost student motivation in educational settings. However, most of the research conducted to date, does not define exactly what those components are and how these components positively affect student motivation. This study, therefore, attempts to identify some of the components that positively affect student motivation in mobile AR learning experiences to contribute to the design and development of motivational AR learning experiences for the Vocational Education and Training (VET) level of education. To identify these components, a research model constructed from the literature was empirically validated with data obtained from two sources: 35 students from four VET institutes interacting with an AR application for learning for a period of 20 days, and a self-report measure obtained from the Instructional Materials Motivation Survey (IMMS). We found that the following variables: use of scaffolding, real-time feedback, degree of success, time on-task and learning outcomes are positively correlated with the four dimensions of the ARCS model of motivation: Attention, Relevance, Confidence, and Satisfaction. Implications of these results are also described.