A Study of Students’ Subjective Perspectives on Visual Behavior in AR learning environments
Jing Huang
Zhejiang Normal University
DOI: https://doi.org/10.59429/esta.v12i1.9673
Keywords: Augmented reality (AR); Student visual behavior; Subjective perspective; Pedagogical applicationsCCTC: G434
Abstract
Augmented reality (AR) technology, with its unique composite of real and imaginary, threedimensional visualization, and deep immersion, has injected new vitality and change into traditional classroom teaching models and learning styles. This study examines the literature to determine the applications of AR in education, which include empowering subject teaching, integrating educational games, and inventing topic teaching materials. Several studies have shown that AR has a positive effect on student learning. However, the majority of current research focuses on the objective effect evaluation of AR applications and does not examine students’ visual patterns and behavior paths in AR learning environments from a subjective perspective. Given the relevance of this perspective, the study recommends a research route for students’ visual behavior in an AR education environment based on existing research.
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