000K  utf8
1100  2021$c2021-07-24
1500  eng
2050  urn:nbn:de:hbz:465-20220519-150952-6
2051  10.3390/mti5080041
3000  Buchner, Josef
3010  Kerres, Michael
4000  Students as Designers of Augmented Reality$dImpact on Learning and Motivation in Computer Science  [Buchner, Josef]
4209  In this study, we report findings from the PCBuildAR project, in which students developed augmented reality (AR) artifacts following a guided design-based learning (DBL) approach. Sixty-two students participated in the study and were either in their first year to learn about computer science or were more experienced computer science students. In terms of learning performance, only the first-year students benefited from our guided DBL approach. In contrast, the experienced students were highly motivated to learn computer science not only immediately after the intervention, but also in the long term. For first-year students, this effect was only evident directly after the intervention. Overall, the guided DBL design proved to be effective for both motivation and learning, especially for younger students. For older learners, a better balance between guidance and autonomy is recommended.
4950  https://doi.org/10.3390/mti5080041$xR$3Volltext$534
4950  https://nbn-resolving.org/urn:nbn:de:hbz:465-20220519-150952-6$xR$3Volltext$534
4961  https://duepublico2.uni-due.de/receive/duepublico_mods_00074723
5051  370
5550  augmented reality
5550  computer science education
5550  design-based learning
5550  learner-generated content
5550  motivation