An AR-Based Case Study of Using Textual and Collaborative Scaffolding for Students with Different Self-Efficacy to Learn Lever Principles

Abstract

With the deepening application of augmented reality (AR) in education, researches pay more attention to the evaluation of learning results rather than consider how to use teaching strategies to support personalized teaching. This study developed an AR science curriculum incorporating textual and collaborative scaffolding, and taught it in elementary school science classes to help students learn about scientific knowledge of lever principle. To explore the effects of different self-efficacy and scaffolding teaching strategies on students' learning conceptions and cognitive load, a two times two experiment was conducted on an elementary school. The results show that the use of textual and collaborative scaffolding in AR teaching can help students with low self-efficacy to pay attention to the conceptions of deep learning and effectively reduce the cognitive load of students.