Investigating Academic Performance Using an AR-based Learning Environment with Retrospective Confidence Judgments

Abstract

Augmented reality (AR) is being used extensively in education in order to improve academic performance. However, everyone might have a different learning capability when they are exposed to an AR environment. Retrospective confidence judgment (RCJ) is a good metacognitive monitoring tool used in a computer-based learning system to make restudy decisions. In this study, we created an AR-based learning environment with RCJ to investigate academic performance. The Microsoft HoloLens provided a realistic AR environment for students to learn engineering content. Group one was the control group learning in class, and group two was learning AR-based content. Group two was divided into two subgroups, the academic performance of within groups was compared with RCJs and without RCJs. The study revealed the advantages of using an AR learn-ing environment to prompt students’ academic performance in the sagittal plane (U = 680, p < 0.05). The findings of this research advance our understanding of human-computer interactions between students and the learning contents in an AR environment with RCJs. Besides, this research provides new guidelines on how to generate more effective engineering learning content in an AR learning environment.