Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load

Ching Huei Chen; Wen-Pi Chan; Kun Huang; Chin-Wen Liao

doi:10.1080/02635143.2022.2032629

Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load

Ching Huei Chen
, Wen-Pi Chan
, Kun Huang
, Chin-Wen Liao

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Original language	American English
Journal	Research in Science and Technological Education
DOIs	https://doi.org/10.1080/02635143.2022.2032629
State	Published - 2022

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10.1080/02635143.2022.2032629

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@article{9892dd1ec9b3423d9264a7919b2dac37,

title = "Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load",

author = "Chen, \{Ching Huei\} and Wen-Pi Chan and Kun Huang and Chin-Wen Liao",

year = "2022",

doi = "10.1080/02635143.2022.2032629",

language = "American English",

}

TY - JOUR

T1 - Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load

AU - Chen, Ching Huei

AU - Chan, Wen-Pi

AU - Huang, Kun

AU - Liao, Chin-Wen

PY - 2022

Y1 - 2022

U2 - 10.1080/02635143.2022.2032629

DO - 10.1080/02635143.2022.2032629

M3 - Article

SN - 0263-5143

JO - Research in Science and Technological Education

JF - Research in Science and Technological Education

ER -

Supporting informal science learning with metacognitive scaffolding and augmented reality: Effects on science knowledge, intrinsic motivation, and cognitive load

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