Support for Augmented Reality Simulation Systems: The Effects of Scaffolding on Learning Outcomes and Behavior Patterns


An AR-based mostly simulation system that integrates background information and experimental support (AR-SaBEr) was designed as a learning tool for teaching basic principles of electricity to ninth-grade students. The aim of this study was to analyze how supporting the learner specialize in meaningful activities affects behavior and learning performance. The sample was eighty two students, who were randomly assigned to 2 teams. The management cluster used AR-SaBEr with no support for recommending activities. The experimental group had personalized additional support designed to assist learners specialise in the subject matters that they did not master. The study found that learners from the experimental cluster showed higher learning achievements than those that participated within the control group. Furthermore, learners' behavioral patterns were dependent upon the support received. Learners from the management cluster were more willing to browse info about activities than to browse regarding the subject before experimenting. Learners from the experimental group browsed data concerning previous to carrying them out and browse regarding the topic matter prior to experimentation. The observed behavioral patterns and learning achievements counsel that in augmented reality based simulation environments, it's price providing mechanisms to focus the eye of scholars on the foremost relevant topics for them.

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