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|dc.description.abstract||Copyright © 2018 Inderscience Enterprises Ltd. History is perceived as among the most tedious subjects in school and the use of technology has been involved to improve teaching-learning experiences. In this study, a ‘context-aware learning’ approach was used by applying augmented reality (AR) and WebQuest to support different learning strategies: classroom-based, project-based and out-of-classroom-based. Knowledge management was an approach used to capture vital knowledge for learners in history and culture. The participants were 62 grade ten students assigned to the treatment and the control group. Focus groups, interviews and questionnaires were the methods of data collection used while AR worksheet, WebQuest and AR artefact were the instructional tools of the experiment. Results showed significant differences between the mean post-test score of the control group and the experimental group. The students were highly satisfied with the use of AR and WebQuest as well as the heightened awareness of caring and preserving historical and cultural heritage. Augmented reality technology could also provide an effective solution to help local museum fill the gap of lacking experts.||en_US|
|dc.subject||Business, Management and Accounting||en_US|
|dc.title||Context-aware learning using augmented reality and WebQuest to improve students’ learning outcomes in history||en_US|
|article.title.sourcetitle||International Journal of Innovation and Learning||en_US|
|article.stream.affiliations||Chiang Mai University||en_US|
|Appears in Collections:||CMUL: Journal Articles|
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