Can an augmented reality-integrated gamification approach enhance vocational high school students' learning outcomes and motivation in an electronics course?
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-11966-4.pdf
Reference84 articles.
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2. Akçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054
3. Alawadhi, A., Abu-Ayyash, E.A.S. (2021). Students’ perceptions of Kahoot!: An exploratory mixed-method study in EFL undergraduate classrooms in the UAE. Education and Information Technologies, 26, 3629–3658. https://doi.org/10.1007/s10639-020-10425-8
4. Alcácer, V., & Cruz-Machado, V. (2019). Scanning the industry 4.0: A literature review on technologies for manufacturing systems. Engineering science and technology, an international journal, 22(3), 899–919. https://doi.org/10.1016/j.jestch.2019.01.006
5. Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 51(3), 611–628. https://doi.org/10.1111/bjet.12900
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