Integrating an augmented reality sandbox challenge activity into a large-enrollment introductory geoscience lab for nonmajors produces no learning gains
Integrating an augmented reality sandbox challenge activity into a large-enrollment introductory geoscience lab for nonmajors produces no learning gains
复制标题
将增强现实沙盒挑战活动整合到面向非专业人士的大型入门地球科学实验室中不会产生任何学习收益
DOI：
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发表时间：
2019
影响因子：
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通讯作者：
Natalie Bursztyn
中科院分区：
文献类型：
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作者：
D. Jackson;H. Kaveh;J. Victoria;Andy Walker;Natalie Bursztyn
研究一致证明，入门地球科学的学生很难将地形图上呈现的特征可视化。这个问题在数字时代可能会加剧，因为与地图的接触主要是通过智能手机进行GPS导航。自2012年第一个增强现实（AR）沙盒问世以来，地球科学教育工作者一直在思考如何利用它来提高学生阅读地形图的能力。这项研究探讨了一种潜在的方法。在这里，我们展示了一所主要为本科生服务的大型公立大学在40个入门地质学实验室中进行的一整年的研究结果。本研究评估了730名对照组和实验组参与者的数据，以确定(a)学生用3D表示2D地形图的能力，(b) AR沙盒对学生参与度的影响，以及(c) AR沙盒对学生学习的影响。这项研究的结果显示，学生们成功地将2D地图表示为3D，并报告说，由于体验了AR沙盒，实验组的参与度增加了；然而，实验组和对照组之间的学生学习没有差异。
Abstract Studies have consistently documented that introductory geoscience students struggle with visualizing features presented on topographic maps. This is a problem that has the potential to increase in a digital age when engagement with maps consists primarily of GPS navigation via smartphones. Since the first augmented reality (AR) sandbox in 2012, geoscience educators have been wondering how it might be used to improve students’ ability to read topographic maps. This study examines one potential approach. Here we present the results of research that took place over a full academic year at a large, primarily undergraduate-serving, public university in 40 lab sections of introductory geology. This research assessed data from 730 comparison and experimental group participants to determine (a) students’ ability to represent a 2D topographic map in 3D, (b) the impact of the AR sandbox on student engagement, and (c) the impact of the AR sandbox on student learning. The results of this study revealed that students were successful in representing a 2D map in 3D and reported increased engagement in the experiment group due to experience with the AR sandbox; however, there was no difference in student learning between the experimental and comparison groups.