Asee peer logo

Augmented Reality for education (Diversity)

Download Paper |

Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Student Division Technical Session 5

Tagged Division

Student

Page Count

8

DOI

10.18260/1-2--34197

Permanent URL

https://peer.asee.org/34197

Download Count

309

Request a correction

Paper Authors

biography

Nima Shahab Shahmir West Virginia University Institute of Technology Orcid 16x16 orcid.org/0000-0002-0167-9057

visit author page

Nima Shahab Shahmir is a first-generation college student expected to graduate from West Virginia University Institute of Technology in May 2020 with Bachelor of Science in Information Systems and a minor degree in Business Administration. His research interests are in the fields of Biology, Computer Science, and Augmented Reality.
His previous research, Future Fungi, LLC, was presented at the Commission for Environmental Cooperation conference and represented the United States. His recent research in the field of Augmented Reality technologies was funded by NASA West Virginia Space Grant Consortium and supported by West Virginia University Institute of Technology Launch Lab.
Nima’s portfolio can be viewed at www.nimashsh.com, his email address is ns0042@mix.wvu.edu.

visit author page

biography

Sanish Rai West Virginia University Institute of Technology

visit author page

SANISH RAI is an Assistant Professor in the Department of Computer Science and Information Systems at West Virginia University Institute of Technology, Beckley, WV. He received his Ph.D. degree from Georgia State University in 2016. His research interests include simulation and modeling, agent and graph based systems, data assimilation and machine learning. His email address is sanish.rai@mail.wvu.edu

visit author page

Download Paper |

Abstract

The vision and goal of this research project is to use Augmented Reality (AR) technologies for educational purposes within the school system, primarily for K-12 grades.
Comprehending Science, Technology, Engineering, and Math (STEM) topics can be hard to perceive specially for students whom are introduced to these scientific fields for the very first time. Based on the small scaled survey that I have created from the responses of rising high school students, all of the participants mentioned that seeing a 3 dimension (3D) model of an object related to STEM subjects will create an interactive and exciting learning experience. They would rather utilize such technology instead of the used methods in today’s classrooms. In the survey, we have focused on 2 dimension photos used in text books and physical models compared to a 3D model where it can be augmented within an app.
 I have used the AR technology to develop this idea. The research was funded by NASA * Space Grant Consortium and I have pursued this unique software development while being a full time undergrad Information Systems student at university. The main software language used was C# to write scripts inside the Unity software development application to create AR mobile apps. In order for all students to be able to use this app, it needed to be cross-platform therefore same app can be packaged for both Android and iOS devices.
 I have developed a beta version of this app which enables the user to augment 3D objects on predefined patterns. These patterns are same as Quick Response (QR) codes but the app has been programmed in a way that once the camera of the device detects the pattern within the field of view, the 3D object will be augmented on that pattern. I have printed these predefined patterns on paper and once augmented within the app, these objects will be precisely tracked and locked on the paper. Paper can be moved in every direction and the app will continuously track and place the 3D object on it in real-time.
 I have presented the results of my research in 3 science fairs and the received responses and feedbacks from the users were amazing. Teachers, students, and parents were all astonished once they saw scientific models such as the DNA helix or chemical molecules being augmented within the app. The user can move the device around these virtual objects and at the same time can fully see every corner of the object as if it was projected in real life.
 On the other hand, there are lots of technologies used in classrooms every day such as laptops or tablets, however, imagining scientific models can be frustrating or uninteresting for students. I hope that by using AR technologies within the educational system, the students will be interested and inspired to learn more about science and decide to pursue a STEM degree after graduating from high school.

* Based on rules of ASEE, to not identify the student.

Shahab Shahmir, N., & Rai, S. (2020, June), Augmented Reality for education (Diversity) Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34197

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015