ACEID2023 Virtual Poster Presentations

Learning Experiences, Student Learning & Learner Diversity

68277 | The Learning Portfolio of Taiwanese High School Students and Its Impact on National University Admissions

Ming-Hsueh Tsai, National Academy for Educational Research, Taiwan

To improve the effectiveness of Taiwan’s primary and secondary school curriculum reform, in 2022, the Ministry of Education will make changes to the manner of university access. One of the main reasons for concern among students and the general public is the inclusion for the first time of learning portfolios among the university entry requirements. In the past, students were only required to provide one single application. Now, the learning portfolio requires students to provide information on their student records, course performance, and assignment reports, as well as information on performance in a wide range of activities on and off campus (including competition results, participation in clubs and camps, or other relevant information that can help students to value their strengths). What exactly will be the impact of these new admissions criteria for Taiwan’s universities on the country’s overall educational development? Empirical studies on the subject have not been conducted yet, and there is a lack of relevant literature. The findings of this study can be used to construct a selection model for national universities, which can not only provide a reference for teachers and parents of high school students, and for the universities’ admission centers, but can also implement an evidencebased decision-making model for educational institutions.

68501

| Enjoyable and Productive Learning Experiences With Augmented Reality in Undergraduate Courses

Chun-Wai

Ma, The University of Hong Kong, Hong Kong

In augmented reality (AR), elements of the real-world environment are enhanced by digital content. While some educational AR applications are available, studies on the effectiveness of AR software in higher education are limited. In this project, undergraduate students’ perceptions of learning activities with AR software were investigated in biomedical science courses at The University of Hong Kong. In lectures and tutorials, educational AR software was used to assist teaching and learning. During classes, students were excited when they saw the AR application, supporting that AR increases learning interest. The teacher also provided guidance on the installation and appropriate use of the application, so that students could continue to learn at any time on their own. After comprehensive learning experiences with AR, students completed a questionnaire designed to evaluate their views on AR-based learning and factors to consider when creating new AR software. According to most students, teaching with AR is better than without. Generally, they agreed that AR not only facilitated their understanding of knowledge and awareness toward abstract concepts, but also enhanced their learning motivation and attention in the lesson. They also agreed that AR consolidated the memory of what they learned and promoted their ability to apply the knowledge. In their opinion, careful selection of teaching materials, good integration of content with curricula, and graphics of high quality are important in the design of educational AR software. Overall, AR technology can be an effective approach to improve higher education.

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