How augmented reality, text-based, and collaborative scaffolds work synergistically to improve learning in a science museum.

This study examines the affordances and synergistic effects of augmented reality, text-based, and collaborative scaffolds on learning in science museums. Findings from 374 students suggest that providing multiple simultaneous scaffolds, each offering unique benefits, can enhance learning when interacting with museum exhibits.

Citation
Yoon, S., Anderson, E., Elinich, K., Park, M., & Lin, J. (2018). How augmented reality, text-based, and collaborative scaffolds work synergistically to improve learning in a science museum. Research in Science and Technology Education, 3(36), 261–281.