The Study On The Relationship Among Learning Methods,Learning Efficacy,Technology Acceptance And Academic Achievement Of Junior Middle School Students In Augmented Reality Environment

With the development of information technology,traditional teaching models and learning methods have also changed.The learners’ learning medium is no longer limited to paper textbooks and blackboards.The emergence of new media has ushered in a new opportunity for the development of educational information.The Ministry of Education of the People’s Republic of China has issued the “Key Points of Education Information and Cyber Security in 2018” to promote the integration of information technology and education.This is still the focus of education informatization this year.Improving education application level is one of the five development goals of education informatization.As one of the most promising technologies in the field of education in the coming years,augmented reality technology,the combination of virtual reality and immersive sensibility,can be used to enhance learners’ learning interaction and improve learners’ learning initiative.As an effective technology integrating digital teaching resources and the real world,augmented reality technology is now widely used in education.This study analyzes the factors that may affect technology acceptance and academic achievement in an augmented reality environment,and examines the correlation between factors and the effectiveness of augmented reality technology in the junior middle school.The research proposes a hypothesis model between learning methods,learning efficacy and technology acceptance,and academic achievement in an augmented reality environment.It also conducts self-exploratory learning comparison experiments for junior high school students in an augmented reality technology learning environment,and analyzes experimental data.Based on the verification and modification of the model,and then combined with questionnaires and interviews,the research will be conducted qualitatively and quantitatively.Research using empirical data to verify the degree of acceptance of augmented reality technology for junior high school students and its teaching effect in teaching practice can,to a certain extent,provide empirical data support for the development and promotion of augmented reality education applications,has a certain reference value for the application of augmented reality.In this study,100 junior school students from grade one and grade two in a middle school in Guangzhou City,Guangdong Province were selected as the object of the case study.The number of experimental and control groups was 50.The Augmented Reality Group conducted group self-inquiry through the augmented reality moon phase system unit textbook,and the traditional group conducted self-inquiry exploration through traditional paper print media textbooks.The two experimental groups respectively performed pre-test and post-test of the academic achievement test,and then investigated the subjects of the experimental group in the form of questionnaires.The investigation contents included learning methods,learning efficacy,and technology acceptance of the junior high school students in the augmented reality technology.Descriptive Statistics,variance analysis,correlation analysis and other statistical methods analyze the collected data.In addition,some students were selected to conduct interviews to understand the students’ views on augmented reality applications in education to supplement the questionnaire data.The research results show that: 1.Under the augmented reality technology learning environment,augmented reality does not significantly affect the academic achievement of learners,but it has a certain improvement for students in the first and second grade;2.Overall,the junior middle school students for augmented reality holds a positive attitude,most learners in favor of the augmented reality technology used in the education teaching and is willing to using augmented reality technology to study in the future,however,there are also many learners who maintain a neutral attitude towards augmented reality technology;3.Deep motivation and deep strategy have significant influence on technology acceptability.Deep motivation and deep strategy can directly influence perceived usefulness and perceived ease of use.4.In the context of augmented reality technology,the learning method does not exert too much influence on the students’ academic achievement,and the learners’ academic achievement is only related to the significance of learning efficiency.5.There was no significant difference in gender for learning methods,learning efficacy,technology acceptance,and academic achievement.However,the perceived usefulness,attitude,and willingness to act of augmented reality were slightly higher for girls than for boys,while for boys they believe that augmented reality is easier to use than girls.6.There was no significant correlation between grade and learning efficacy and technology acceptance,but the surface motives of the students in the first and second grade were stronger than those in the first grade in surface motivation.In addition,there was significant correlation between grade and academic achievement,the positive influence of augmented reality on the academic achievement of junior year students is greater than that of first-year students.In addition,from the interviews with experimental subjects,it is found that the level of mastery of information technology will affect the acceptance of augmented reality technology.Therefore,if you want to use augmented reality technology in the basic education stage,the first thing you do is to improve learners’ information literacy skills.