Test-group students rated the mobile AR application very positively: 92% found it helpful for learning, 89% interactive, 86% positive about wider course use, and only 4% distracted¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr1·q2
Currency · newest study 2015 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? 92% of test-group students said the AR application was very helpful or somewhat useful in their learning and only 4% felt distracted by it. → Arezoo Shirazi and Amir H. Behzadan 2015
q2 i? 86% of test-group students held a positive view of using mobile AR applications in other courses for abstract, difficult topics. → Arezoo Shirazi and Amir H. Behzadan 2015 (2)
Evidence¶
Arezoo Shirazi and Amir H. Behzadan 2015¶
Arezoo Shirazi and Amir H. Behzadan. (2015). Content Delivery Using Augmented Reality to Enhance Students' Performance in a Building Design and Assembly Project. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076141
q2 · i? · causal · r1
Post-experiment assessment in session 2: 92% of students called the mobile AR application "very helpful" or "somewhat useful" in their learning process and only 4% reported being distracted by it. Descriptive survey percentages from teacher-designed feedback questions.
"92% of students stated that the designed mobile AR application has been "very helpful" or "somewhat useful" in their learning process and only 4% of respondents stated that they were "distracted" by this application during their learning experiment."
Arezoo Shirazi and Amir H. Behzadan 2015 (2)¶
Arezoo Shirazi and Amir H. Behzadan. (2015). Content Delivery Using Augmented Reality to Enhance Students' Performance in a Building Design and Assembly Project. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076141
q2 · i? · causal · r1
Post-experiment assessment in session 2: "a solid majority of 86%" viewed positively the possibility of using mobile AR applications in other courses for learning abstract and difficult-to-understand topics. Students also rated willingness to recommend the tool at a mean of 4 on a 1-5 scale (standard deviation of 1.3).
"a solid majority of 86% had a positive view of the possibility of using mobile AR applications in other courses for the purpose of learning abstract and difficult-to-understand topics."
Discussion¶
Learner Variables¶
- Attention — outcome: instruction changes it
Related Claims¶
- Demographic characteristics (gender, age, race, major) showed no significant association with lower digital distraction in the rule-mining profiles — related
- Most middle and high school students surveyed after classroom retrieval practice programs viewed them positively and said frequent retrieval practice helped them feel less nervous about exams — related
- The classroom teacher judged the application successful and positive, recommending its extension to all lessons — related
- Most learners report that visual input helps them understand speakers — related
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