Deep Motivation or Surface Strategy: Effects of Authentic Technologies on Scientific Learning Outcomes and Study Approaches

Abstract

The purpose of this study was to investigate the effects of applying two types of authentic technology, the immersion-based augmented reality (AR) and animation simulation (AS), on college students’ achievement, study approach, and attitude to learning concepts of natural science. The attention-relevance-confidence-satisfaction (ARCS) model was adopted as a learning framework, and a pretest-posttest quasiexperimental design was employed. In total, 122 college freshmen from three classes participated in the 6-week experimental instruction. The Revised Two-Factor Study Process Questionnaire and an attitude questionnaire were used during the experiment to obtain learners’ perceptions and manner of use of these technologies. The results revealed that (a) both types of technology improved knowledge, but the AR group significantly outperformed the AS group; (b) the study approach of the AR group changed from being balanced to being in favor of deep motivation and surface strategy, whereas that of the AS group changed from being balanced to biased toward deep strategy; (c) the AR group had a more positive attitude toward multimedia features and interaction functions, whereas the AS group exhibited a more positive attitude toward teaching materials, interface design, and practicality.