%0 Conference Paper %1 oberdorfer2023comparing %A Oberdörfer, Sebastian %A Elsässer, Anne %A Grafe, Silke %A Latoschik, Marc Erich %B 2023 9th International Conference of the Immersive Learning Research Network (iLRN) %D 2023 %K myown oberdoerfer %T Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment %U https://downloads.hci.informatik.uni-wuerzburg.de/2023-ilrn-horst-learning-preprint.pdf %X The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.

@inproceedings{oberdorfer2023comparing, abstract = {The widespread availability of smartphones facilitates the integration of digital, augmented reality (AR), and tangible augmented reality (TAR) learning environments into the classroom. A haptic aspect can enhance the user’s overall experience during a learning process. To investigate further benefits of using TAR for educational purposes, we compare a TAR and a smartphone learning environment with a traditional worksheet counterpart in terms of learning effectiveness, emotions, motivation, and cognitive load. 64 sixth-grade students from a German high school used one of the three conditions to learn about frog anatomy. We found no significant differences in learning effectiveness and cognitive load. The TAR condition elicited significantly higher positive emotions than the worksheet, but not the smartphone condition. Both digital learning environments elicited significantly higher motivation, in contrast to the worksheet. Thus, our results suggest that smartphone and TAR learning environments are equally beneficial for enhancing learning.}, added-at = {2023-05-12T14:45:17.000+0200}, author = {Oberdörfer, Sebastian and Elsässer, Anne and Grafe, Silke and Latoschik, Marc Erich}, biburl = {https://www.bibsonomy.org/bibtex/2030e717f3b91c2afbaa5882008aade35/hci-uwb}, booktitle = {2023 9th International Conference of the Immersive Learning Research Network (iLRN)}, interhash = {5cb647790065b2cc8199f7f56b4bb031}, intrahash = {030e717f3b91c2afbaa5882008aade35}, keywords = {myown oberdoerfer}, timestamp = {2023-07-05T14:57:57.000+0200}, title = {Superfrog: Comparing Learning Outcomes and Potentials of a Worksheet, Smartphone, and Tangible AR Learning Environment}, url = {https://downloads.hci.informatik.uni-wuerzburg.de/2023-ilrn-horst-learning-preprint.pdf}, year = 2023 }