東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Effect of Augmented Reality on L...

Maffei, Justin Thomas.

FindBook

Google Book

Amazon

博客來

The Effect of Augmented Reality on Learning in the Mathematics Classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Augmented Reality on Learning in the Mathematics Classroom./
作者:	Maffei, Justin Thomas.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	149 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
標題:	Mathematics education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28031733
ISBN:	9798664705447

The Effect of Augmented Reality on Learning in the Mathematics Classroom.
Maffei, Justin Thomas.

The Effect of Augmented Reality on Learning in the Mathematics Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 149 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--Liberty University, 2020.

This item must not be sold to any third party vendors.

This study examined the impact of two treatments, augmented reality or concrete materials, on the Geometry knowledge of high school students. Participating classes were chosen from two secondary schools between two rural Virginia school districts. The sampling method selected for the study employed a convenience sample. There were 87 total participants in the study. The importance of this study emerged from a lack of research relating the use of augmented reality in the classroom to its effect on student learning. The purpose of this quantitative pretest-posttest, non-equivalent control group quasi-experimental study was to evaluate the difference in achievement scores, as measured by scores on the Three-Dimensional Figures Reporting Category of the Virginia Standards of Learning test, based on type of instructional delivery. Data analysis was completed using Quade's Rank Analysis of Covariance to control for pretest scores. The study also evaluated the perceived learning for high school Geometry students, as measured by the CAP Perceived Learning Scale (Rovai, Wighting, Baker, & Grooms, 2009), based on the type of instruction. Data analysis on CAP Perceived Learning scores was completed using the Mann-Whitney U test.

ISBN: 9798664705447Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Augmented reality

The Effect of Augmented Reality on Learning in the Mathematics Classroom.
LDR:02312nmm a2200337 4500 001 2278093
005 20210611082020.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798664705447
035 $a (MiAaPQ)AAI28031733
035 $a AAI28031733
040 $a MiAaPQ $c MiAaPQ
100 1 $a Maffei, Justin Thomas. $3 3556457
245 1 4 $a The Effect of Augmented Reality on Learning in the Mathematics Classroom.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 149 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Nelson, David C.
502 $a Thesis (Ed.D.)--Liberty University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined the impact of two treatments, augmented reality or concrete materials, on the Geometry knowledge of high school students. Participating classes were chosen from two secondary schools between two rural Virginia school districts. The sampling method selected for the study employed a convenience sample. There were 87 total participants in the study. The importance of this study emerged from a lack of research relating the use of augmented reality in the classroom to its effect on student learning. The purpose of this quantitative pretest-posttest, non-equivalent control group quasi-experimental study was to evaluate the difference in achievement scores, as measured by scores on the Three-Dimensional Figures Reporting Category of the Virginia Standards of Learning test, based on type of instructional delivery. Data analysis was completed using Quade's Rank Analysis of Covariance to control for pretest scores. The study also evaluated the perceived learning for high school Geometry students, as measured by the CAP Perceived Learning Scale (Rovai, Wighting, Baker, & Grooms, 2009), based on the type of instruction. Data analysis on CAP Perceived Learning scores was completed using the Mann-Whitney U test.
590 $a School code: 1052.
650 4 $a Mathematics education. $3 641129
653 $a Augmented reality
653 $a Geometry
653 $a Mathematics
653 $a Mixed-reality
690 $a 0280
710 2 $a Liberty University. $b School of Education. $3 1017771
773 0 $t Dissertations Abstracts International $g 82-03A.
790 $a 1052
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28031733