Integrating QIMS and AR proved more beneficial to low-progress students in terms of academic outcomes¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In view of students' academic outcomes, the integration of QIMS and AR was more beneficial to low-progress students. → Wen 2023

Evidence¶

Wen 2023¶

Wen, Y., Wu, L., He, S., Ng, N. H.-E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Education Tech Research Dev, 71, 1631–1651. https://doi.org/10.1007/s11423-023-10235-y

q3 · i? · causal · r?

Reported subgroup pattern in academic outcomes from the quasi-experiment with 117 primary 5 students: the integration of QIMS and AR "proved to be more beneficial to low-progress students." No subgroup effect size or test statistic is printed in the available text.

"Moreover, in view of students’ academic outcomes, the integration of QIMS and AR proved to be more beneficial to low-progress students."

Discussion¶

Related Claims¶

• Using AR together with QIMS significantly increased students' critical thinking and knowledge creation efficacy skills — related
• Using AR did not produce a statistically significant difference in primary students' academic performance — related
• Students' self-directed learning and creative thinking skills increased significantly after QIMS inquiry-based lessons — related