What factors influence scientific concept learning? A study based on the fuzzy-set qualitative comparative analysis

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成果类型：

期刊论文

作者：

Ma, Jingjing;Liu, Qingtang;Yu, Shufan;Liu, Jindian;Li, Xiaojuan;...

通讯作者：

Liu, QT

作者机构：

[Ma, Jingjing; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Sch Educ Informat Technol, 382 Xiongchu Ave, Wuhan 430000, Hubei, Peoples R China.

[Ma, Jingjing; Liu, Qingtang; Yu, Shufan] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.

[Liu, Jindian] Shenzhen Donghu Middle High Sch, Shenzhen, Peoples R China.

[Li, Xiaojuan] Henan Normal Univ, Fac Educ, Xinxiang, Peoples R China.

[Wang, Chunhua] Huang Huai Univ, Sch Animat, Zhumadian, Peoples R China.

通讯机构：

[Liu, QT ] C

Cent China Normal Univ, Sch Educ Informat Technol, 382 Xiongchu Ave, Wuhan 430000, Hubei, Peoples R China.

语种：

英文

关键词：

augmented reality;concept map strategy;fsQCA;individual differences;science education

期刊：

British Journal of Educational Technology

ISSN：

0007-1013

年：

2024

DOI：

10.1111/bjet.13499

基金类别：

Henan Higher Education Teaching Reform Research and Practice (General) Project

机构署名：

本校为第一且通讯机构

院系归属：

教育信息技术学院

摘要：

Abstract This research employs the fuzzy‐set qualitative comparative analysis (fsQCA) method to investigate the configurations of multiple factors influencing scientific concept learning, including augmented reality (AR) technology, the concept map (CM) strategy and individual differences (eg, prior knowledge, experience and attitudes). A quasi‐experiment was conducted with 194 seventh‐grade students divided into four groups: AR and CM (N = 52), AR and non‐CM (N = 51), non‐AR and CM (N = 40), non‐AR and non‐CM (N = 51). These stu...

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