Abstract:

The present study explores the application of augmented reality (AR) into the featured school's curriculum certification and studies the effectiveness of applying AR. The purpose of the present study is integrating AR into the educational process, verifying the application effect of AR in teaching activities, and promoting featured course certification more diversified and more technological. Both qualitative and quantitative researches were applied in the present investigation. The qualitative research uses the methods of action research, in-depth interviews, and participant observation. The quantitative research employs the learning motivation and learning effectiveness scale of AR featured curriculum.

The present study was conducted in a junior high school in northern Taiwan, with a total of 80 students in one class for each of the seventh, eighth, and ninth grades. The adopted featured curriculum is "Sakura Special Course" for one semester. A questionnaire was employed to investigate the learning motivation and learning effectiveness of AR featured courses before and after teaching. The AR characteristic curriculum learning motivation and learning effectiveness scale (Likert five-point scale) was used to conduct the questionnaire survey. The study method, Cohen's d, was applied to estimate the effect size between groups of different grades (Cohen, 1988). The covariate analysis of learning performance among the three grades, was employed to compare the learning effectiveness of students using AR technology to learn Sakura's featured courses.

The results show that the school uses AR to learn featured courses substantially improve characteristic certification, pass rate, and achieve characteristic learning effect. Second, the school's integration of digital technology effectively improve the willingness of learning and the pass rate of the learning passport. Third, in terms of learning interaction, for students in grades 7, 8, and 9 by applying AR courses, grade 9> grade 8> grade 7; in terms of learning attention, Grade 8>Grade 9>Grade 7; in terms of learning experience, Grade 9>Grade 8>Grade 7. In learning interaction, learning attention, and learning effect, the value p < .05 indicating that there is a significant difference, which means substantial learning effect. However, p>.05 in both learning motivation and learning experience, showing no significant difference and no prominent learning achievement.

Keywords:

Featured school, Featured course, Augmented reality.