Chastine, J. (2013, June), Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19499

\bibitem{asee_peer_19499}
  Chastine, J. (2013, June), \emph{Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19499

Jeffrey Chastine.  "Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19499 Internet.  26 Apr, 2024

\bibitem{asee_peer_19499}
  Jeffrey Chastine.
  "Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19499 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_19499
author = "Jeffrey Chastine"
title = "Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19499}
number = {10.18260/1-2--19499}
}

TY  - CPAPER
AB  -                   Engagement Overload: Using Augmented Reality                     to Promote Student Interest in Computing        Augmented Reality (AR) registers virtual artifacts into the physical world in real time,providing users with new ways to visualize and interact within their environment. While suchtechnology may seem in the distant future, AR applications are now being deployed and adoptedby a mainstream audience. Students are often curious about how such technologies aredeveloped, especially those they find interesting or interact with on a daily basis. In years past,there were significant barriers of entry in creating even simple AR systems; development wasprohibitively expensive and typically required customized hardware and software. Further, todevelop meaningful AR applications, a broad, yet deep, set of computing skills was required ofthe students. Technologies are now emerging that lowers both of these barriers, forcing us to re-examine the role of AR in computing education.        By itself, AR is very engaging. However, it can also encompass other educationalapproaches that have been used to foster interest in computing, such as mobile devices, 2D and3D computer graphics, and computer gaming. When combined these create an attractive andengaging platform for computing education. This paper will discuss the pilot of an undergraduatespecial topics computer science course in augmented reality. It will address course design andimplementation, as well as non-trivial course challenges and how they were overcome. Thoughthe size of the pilot was purposely kept small, the student population is a representative cross-cutof the disciplines within our school, including majors from computer science, softwareengineering and computer game development. Therefore, the paper will also discuss how toappropriately address diverse skillsets and backgrounds of a varied student population. Finally,the paper will showcase the diversity of student projects and study student perceptions ofempowerment and level of engagement in the course.
AU  - Jeffrey Chastine
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Engagement Overload: Using Augmented Reality to Promote Student Interest in Computing
UR  - https://peer.asee.org/19499
DO  - 10.18260/1-2--19499
ER  -