ABSTRACT

This paper reports on students’ learning experience with a hybrid Augmented Reality (AR) and Virtual Reality (VR) app called the Kuching Heritage App (KHA). We investigated the effect of visualisations, time lapse (i.e., past to present), and the witnessing of historical changes on students’ learning experience about cultural heritage. This pilot study utilised a mixed methods approach with an initial Technology-Enabled Active Learning (TEAL) Inventory distributed to 59 students, followed by semi-structured interviews with five student participants. Overall, the participants responded positively to the TEAL questionnaire’s four domains, particularly in the interactive engagement and problem-solving skills domain. The interest and feedback domain had lower mean values highlighting areas for improvement. The qualitative phase expanded on how students’ understanding was enhanced, and their interest sustained through KHA. Pedagogical implications for active learning through technology are discussed.

摘要

本文报告了学生使用名为 Kuching Heritage App (KHA) 的混合增强现实 (AR) 和虚拟现实 (VR) 应用程序的学习体验。我们调查了可视化、时间流逝（即从过去到现在）以及见证历史变化对学生文化遗产学习体验的影响。该试点研究采用混合方法，将初始技术支持主动学习 (TEAL) 清单分发给 59 名学生，然后对 5 名学生参与者进行半结构化访谈。总体而言，参与者对 TEAL 问卷的四个领域做出了积极回应，特别是在互动参与和解决问题的技能领域。兴趣和反馈域的平均值较低，突出了需要改进的领域。定性阶段扩展了如何增强学生的理解力，以及如何通过 KHA 维持他们的兴趣。讨论了通过技术进行主动学习的教学意义。