Integrating Problem Based Learning into Augmented Reality: The Effects on Learning Achievement in Chinese Writing Teaching

Writing is a complex mental activity, and many students have difficulties in learning to write. To address students' difficulties in writing, this research introduced augmented reality technology into the writing classroom, designed a Problem Based Learning (PBL) activity incorporating Augment Reality (AR), and compared the effects of Problem Based Learning and Teacher Based Instruction (TBI) on the learning achievement and learning engagement of Chinese writing. To assess the differences between the two instructional approaches in the AR environment, an experiment was conducted in an elementary school in Zhejiang Province, China, where 80 fourth-grade students were randomly assigned to the experimental and control groups. Students in the experimental group were taught PBL with AR support, while the control group was taught TBI with AR support. The results of the study showed that PBL was more effective in AR supported writing classrooms than TBI.