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Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education

Author

Listed:
  • Hao-Chiang Koong Lin

    (Department of Information and Learning Technology, National University of Tainan, Tainan 700, Taiwan)

  • Yu-Hsuan Lin

    (Department of Information and Learning Technology, National University of Tainan, Tainan 700, Taiwan)

  • Tao-Hua Wang

    (Department of Engineering Science, National Cheng Kung University, University Road, Tainan 701, Taiwan)

  • Lun-Ke Su

    (Association of Siraya Culture, Gongyuan Rd, Tainan 704, Taiwan)

  • Yueh-Min Huang

    (Department of Engineering Science, National Cheng Kung University, University Road, Tainan 701, Taiwan)

Abstract

In traditional schools, where education and teaching tend to be subject-oriented, the standardization of the teaching materials of health education courses would be obscurely related to know-how of daily life. This frustrates the learners from developing the awareness of engagement, thereby decreasing their willingness to acquire new information or skill. Therefore, in this study, a board game assimilating augmented reality (AR) into health education is presented. It associates the card game, slides, and learning sheets gamification teaching model with the learning experience; and proposes the efficacy of the board games mingled with augmented reality to enhance the motivation in learning and confidence in technology. In this experiment for a health education board game, 52 high school students participated in this experiment. There were 25 in the experimental group (with AR) and 27 in the control group (without AR). The IMMS (instructional material motivation survey) and the TAM (technology acceptance model) are applied to acquire quantitative data for examination. The findings are as follows: (1) The acceptance was significantly affected by the integration of AR into the health education board game and (2) the learning motivation was significantly affected by the integration of AR into the health education board game.

Suggested Citation

  • Hao-Chiang Koong Lin & Yu-Hsuan Lin & Tao-Hua Wang & Lun-Ke Su & Yueh-Min Huang, 2021. "Effects of Incorporating Augmented Reality into a Board Game for High School Students’ Learning Motivation and Acceptance in Health Education," Sustainability, MDPI, vol. 13(6), pages 1-14, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3333-:d:519295
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    References listed on IDEAS

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    1. Yi-Kai Juan & Tseng-Wei Chao, 2015. "Game-Based Learning for Green Building Education," Sustainability, MDPI, vol. 7(5), pages 1-17, May.
    2. María Graciela Badilla-Quintana & Eileen Sepulveda-Valenzuela & Margarita Salazar Arias, 2020. "Augmented Reality as a Sustainable Technology to Improve Academic Achievement in Students with and without Special Educational Needs," Sustainability, MDPI, vol. 12(19), pages 1-20, October.
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    Cited by:

    1. Weiping Zhang & Zhuo Wang, 2021. "Theory and Practice of VR/AR in K-12 Science Education—A Systematic Review," Sustainability, MDPI, vol. 13(22), pages 1-26, November.
    2. Shahreena Daud & Zarinah Abu Yazid & Norraeffa Md Taib & Mohd Zailani Othman & Idris Osman, 2024. "Evaluating the Impact of Usability Components on User Satisfaction in Educational Board Games using the MEEGA+ Framework," Information Management and Business Review, AMH International, vol. 16(2), pages 195-206.

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