Exploring Parents' Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality with Their Children

Kun-Hung Cheng*

*Corresponding author for this work

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

With the increasing attention to the role of parents in children's learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents' conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents' conceptions of and approaches to AR learning. Further analysis identified the relationships between parents' conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child-parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.

Original languageEnglish
Pages (from-to)820-843
Number of pages24
JournalJournal of Educational Computing Research
Volume55
Issue number6
DOIs
StatePublished - 1 Oct 2017

Keywords

  • approaches to learning
  • augmented reality
  • children
  • conceptions of learning
  • informal learning
  • parents
  • phenomenographic method

Fingerprint Dive into the research topics of 'Exploring Parents' Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality with Their Children'. Together they form a unique fingerprint.

  • Cite this