New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Pre-College Engineering Education Division
National dialogue and scholarly research illustrate the need for STEM innovations in K-12 environments. President Obama affirms this need by stating that “... Leadership tomorrow depends on how we educate our students today in math, science, technology, and engineering (STEM).” In response, educators have increased the use of technology in the K-12 classroom setting to stimulate interest in STEM. Various technologies have been introduced to improve content delivery to enhance the student learning experience. One application of technology that has been used in K-12 settings is augmented reality (AR). AR technologies project virtual objects onto real world scenes. For example, Construct3D is an application designed to deliver mathematics and geometry concepts to high school students through augmented construction scenarios. Researchers cited improvements in student engagement, but could not measure learning outcomes because they lacked grounding in educational research.
Similarly to research of Construct3D, current AR application literature highlights researchers attempts to evaluate and measure student learning in AR applications with little basis in learning science or educational psychology literature. Research is needed to better understand how different learning theories can be used to inform implementation of AR applications in K-12 environments. Doing so, allows researchers to consider the teacher’s and student’s role when evaluating the usefulness of AR applications. In this paper we provide a model to illustrate how situative learning theory can be used as a framework to implement a geometric AR application in third through fifth grade classrooms. Situative learning will allow us to evaluate how learning can take place within the context of a classroom by using virtual information. This framework will also allow us to assess the quality of learning of mathematical concepts as a result of interactions among the students, teachers, virtual objects, and class activities within the context of the classroom environment. Using literature and our existing research design, we will reveal how to design an environment in which situative learning theory leveraged with AR applications can simulate real world problems that support measurement of student learning outcomes.
The use of augmented reality in the classroom has the ability to enhance the learning experience for K - 12 students by creating visual and tangible interaction applications. The National Educational Technology Plan of 2010 believes that one of the most powerful ways to transform and improve K-12 education is to instill a culture of innovation through technology use. By leveraging learning theory to inform implementation of AR applications in K-12, researchers can create well-designed educational experiences.
Brown , T. M., & Young Collins, G. D. (2016, June), Situating Augmented Reality in the K-12 Classroom Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26190
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