دورية أكاديمية
Durkheim Said What?: Creating Talking Textbooks with Augmented Reality and Project-Based Activities
| العنوان: | Durkheim Said What?: Creating Talking Textbooks with Augmented Reality and Project-Based Activities |
|---|---|
| اللغة: | English |
| المؤلفون: | Vallera, Farah L. |
| المصدر: | Journal of Research on Technology in Education. 2019 51(3):290-310. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Textbooks, Student Projects, Computer Simulation, Educational Technology, Technology Uses in Education, Sociology, Theories, Learner Engagement, Video Technology, Story Telling, College Students, Program Effectiveness, Recall (Psychology) |
| DOI: | 10.1080/15391523.2019.1617809 |
| تدمد: | 1539-1523 |
| مستخلص: | This study explored utilizing augmented reality (AR) and project-based learning (PBL) strategies to increase students' understandings of sociological paradigms and the theorists' motivations behind their development. Using a posttest-only quasi-experimental control group design with experimental intervention, three groups of students' scores were compared on a post-unit assessment. The PBL-only group, the PBL-AR group, and a control group were also compared over time on the post-unit assessment, a quiz, and the midterm. PBL-AR students' scores were higher on all three assessments. The project's design, implementation, and findings are discussed, along with implications for future curricular redesign using novel tools and technologies. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1219728 |
| قاعدة البيانات: | ERIC |
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