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dc.contributor.authorBacca, Jorge
dc.contributor.authorBaldiris, Silvia (1)
dc.contributor.authorFabregat, Ramón
dc.contributor.authorKinshuk
dc.date2019
dc.date.accessioned2019-07-18T07:36:04Z
dc.date.available2019-07-18T07:36:04Z
dc.identifier.issn1449-5554
dc.identifier.urihttps://reunir.unir.net/handle/123456789/8767
dc.description.abstractOne of the greatest advantages of augmented reality (AR) in education is that AR increases student motivation. Nevertheless, there is a gap between the research on student motivation in AR and the definition of frameworks to inform and guide the design and development of AR applications that effectively support student motivation. In this paper. we attempt to bridge that gap as we introduce and evaluate a framework for designing motivational AR applications. Our framework has been built upon three theoretical foundations: motivational design, universal design for learning and co-creation. The evaluation study was conducted with 58 chemistry students enrolled in the vocational education and training (VET) program for Laboratory Operations, and we found that the framework not only effectively supports the four dimensions of Keller's (2010) ARCS (attention, relevance, confidence and satisfaction) model of motivation, but also demonstrates exceptional results in the Attention and Confidence dimensions of motivation.es_ES
dc.language.isoenges_ES
dc.publisherAustralasian Journal of Educational Technologyes_ES
dc.relation.ispartofseries;vol. 35, nº 3
dc.relation.urihttps://ajet.org.au/index.php/AJET/article/view/4182es_ES
dc.rightsopenAccesses_ES
dc.subjectaugmented realityes_ES
dc.subjectvocational education and traininges_ES
dc.subjectmotivationes_ES
dc.subjectframeworkes_ES
dc.subjectARCSes_ES
dc.subjectJCRes_ES
dc.subjectScopuses_ES
dc.titleFramework for designing motivational augmented reality applications in vocational education and traininges_ES
dc.typeArticulo Revista Indexadaes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.14742/ajet.4182


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