The impact of augmented reality applications on learning motivation in vocational education and training
The impact of augmented reality applications on learning motivation in vocational education and training
| datacite.contributor.Supervisor | Νικόλαος Αβούρης | |
| datacite.rights | http://purl.org/coar/access_right/c_abf2 | el |
| dc.contributor.author | Γκούμας, Σταμάτιος | |
| dc.contributor.other | Gkoumas, Stamatios | |
| dc.date.accessioned | 2022-02-25T11:29:29Z | |
| dc.date.available | 2022-02-25T11:29:29Z | |
| dc.date.copyright | 2022-02-25 | |
| dc.degree | masterThesis | el |
| dc.description.abstract | The purpose of this Master's thesis is to measure and understand the impact of augmented reality applications on students’ learning motivation in Vocational Education and Training (VET) environments. First of all, research on Augmented Reality (AR) applications in this field was conducted. The field of Electronics, among others, was chosen for this impact assessment. An AR application is required to be evaluated in VET settings in order to investigate the impact of AR technology on learning motivation in this domain. For that reason, a mobile augmented reality application, named BreadboARd, was designed and developed, following a user-centered approach. By scanning the physical breadboard with the BreadboARd application, users may design digital electronic circuits on the physical breadboard with overlay digital materials. Furthermore, the application provides feedback for each material connection to direct the user to the desired outcome. The ARCS model is used in order to understand the impact of AR on students’ learning motivation. In order to evaluate this, an experiment was performed, in which two Instructional Materials Motivation Survey (IMMS) questionnaires were used before and after the usage of BreadboARd application in the VET environment, to collect data from the participants. The results revealed that by utilizing an augmented reality application, students' learning motivation is enhanced. The motivational factors of the ARCS model were enhanced, and the outcomes were determined to be significant. | el |
| dc.identifier.uri | http://hdl.handle.net/10889/15828 | |
| dc.language.iso | en | el |
| dc.subject | Augmented reality | el |
| dc.subject | Learning motivation | el |
| dc.subject | Vocational training | el |
| dc.subject | Vocational education | el |
| dc.subject.alternative | Επαυξημένη πραγματικότητα | el |
| dc.subject.alternative | Μαθησιακά κίνητρα | el |
| dc.subject.alternative | Επαγγελματική εκπαίδευση | el |
| dc.subject.alternative | Επαγγελματική κατάρτιση | el |
| dc.title | The impact of augmented reality applications on learning motivation in vocational education and training | el |
| dc.title.alternative | Η επιρροή των εφαρμογών που χρησιμοποιούν την επαυξημένη πραγματικότητα στο μαθησιακό κίνητρο στην επαγγελματική εκπαίδευση και κατάρτιση | el |
| oaire.licenseCondition | null | el |