Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses
Wei-Kai Liou, Kaushal Kumar Bhagat, Chun-Yen Chang
Journal of Science Education and Technology Volume 25, Number 3, ISSN 1059-0145
The present study compares the highly interactive cloud-classroom (HIC) system with traditional methods of teaching materials science that utilize crystal structure picture or real crystal structure model, in order to examine its learning effectiveness across three dimensions: knowledge, comprehension and application. The aim of this study was to evaluate the (HIC) system, which incorporates augmented reality, virtual reality and cloud-classroom to teach basic materials science courses. The study followed a pretest-posttest quasi-experimental research design. A total of 92 students (aged 19-20 years), in a second-year undergraduate program, participated in this 18-week-long experiment. The students were divided into an experimental group and a control group. The experimental group (36 males and 10 females) was instructed utilizing the HIC system, while the control group (34 males and 12 females) was led through traditional teaching methods. Pretest, posttest, and delayed posttest scores were evaluated by multivariate analysis of covariance. The results indicated that participants in the experimental group who used the HIC system outperformed the control group, in the both posttest and delayed posttest, across three learning dimensions. Based on these results, the HIC system is recommended to be incorporated in formal materials science learning settings.
Liou, W.K., Bhagat, K.K. & Chang, C.Y. (2016). Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses. Journal of Science Education and Technology, 25(3), 460-473. Retrieved May 29, 2023 from https://www.learntechlib.org/p/176152/.
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- College Science
- Computer Simulation
- Computer Software
- Control Groups
- Conventional Instruction
- educational technology
- Experimental Groups
- Instructional Effectiveness
- multivariate analysis
- Pretests Posttests
- Program Effectiveness
- Quasiexperimental Design
- Science Instruction
- Simulated Environment
- teaching methods
- Technology Uses in Education
- Undergraduate Study
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The Effect of Augmented Reality Applications in the Learning Process: A Meta-Analysis Study
Muzaffer Ozdemir, Cavus Sahin, Serdar Arcagok & M. Kaan Demir
Eurasian Journal of Educational Research Vol. 74, No. 1 (2018) pp. 165–186
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