Abstract Drawing from the scholarly literature, it seems that across all levels of education, teachers frequently must assume that students come to them without knowledge of statistics; in essence, instructors start from scratch each time they set out to teach statistics. As such, augmented reality (AR) presents an opportunity to explore ways for students to learn basic statistical reasoning skills authentically and engagingly. This study investigated the impact of an AR learning environment, MantarayAR, on college students' learning outcomes and the perception of collaboration and engagement. The design of this study was a 3 × 2 factorial design that compared and analyzed the performance of students given three types of augmented reality conditions; a high AR experience (with movement throughout a physical space), a low AR experience (without movement throughout a physical space), and no AR experience (2-D images and text), as well as two levels of collaboration (pairs and no pairs). Using the pre-test to categorize students into low or high prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. The results suggest that an AR experience was particularly advantageous for students without prior knowledge of statistical reasoning. Also, students in the AR conditions reported a higher perception of engagement as measured than those who did not.

中文翻译：

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MantarayAR：利用增强现实来教授概率和采样

摘要 从学术文献中可以看出，似乎在各级教育中，教师经常必须假设学生在没有统计学知识的情况下来到他们面前；从本质上讲，教师每次开始教授统计学时都是从头开始的。因此，增强现实 (AR) 提供了一个机会，可以让学生探索如何真实、引人入胜地学习基本统计推理技能。本研究调查了 AR 学习环境 MantarayAR 对大学生学习成果以及协作和参与感的影响。本研究的设计是 3 × 2 因子设计，比较和分析学生在三种增强现实条件下的表现；高 AR 体验（在整个物理空间中移动），低 AR 体验（在整个物理空间中没有移动），没有 AR 体验（二维图像和文本），以及两个级别的协作（成对和不成对）。使用预测试将学生分为低或高先验知识，分配给高或低 AR 体验的低先验知识的学生比分配给无 AR 体验的学生具有更高的统计显着学习收益。结果表明，AR 体验对没有统计推理先验知识的学生特别有利。此外，在 AR 条件下的学生报告的参与度感知高于未测量的学生。使用预测试将学生分为低或高先验知识，分配给高或低 AR 体验的低先验知识的学生比分配给无 AR 体验的学生具有更高的统计显着学习收益。结果表明，AR 体验对没有统计推理先验知识的学生特别有利。此外，在 AR 条件下的学生报告的参与度感知高于未测量的学生。使用预测试将学生分为低或高先验知识，分配给高或低 AR 体验的低先验知识的学生比分配给无 AR 体验的学生具有更高的统计显着学习收益。结果表明，AR 体验对没有统计推理先验知识的学生特别有利。此外，在 AR 条件下的学生报告的参与度感知高于未测量的学生。