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Transforming curiosity through AR: An empirical study of flow-based environmental health education for elementary students
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DOI：10.1016/j.caeo.2026.100394.png)
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Abstract
En 中文
• Developed an AR environmental curriculum grounded in curiosity and flow theory. • Anxiety predicted deprivation-type (β = .54) and interest-type curiosity (β = .62). • Both curiosity types predicted flow (R² = .52), with interest-type stronger. • Flow predicted continuance intention (β = .53) via both curiosity pathways. • AR affordances (feedback, navigation, achievement) drove curiosity and flow.
Keywords:
Augmented reality
Curiosity theory
Flow theory
Environmental education
Elementary education
Educational technology design
Journal
IF:
5.7
Papers:
373
Citations:
951
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Cited Papers