Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making
Mobile augmented reality supporting families’ immersive collaborative learning: Learning-on-the-move for place-based geoscience sense-making
复制标题
移动增强现实支持家庭沉浸式协作学习：基于地点的地球科学意义构建的移动学习
DOI：
10.1007/s11412-023-09399-9
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发表时间：
2023
影响因子：
4.3
通讯作者：
Chiu, Yu-Chen
中科院分区：
文献类型：
--
作者：
Zimmerman, Heather Toomey;Land, Susan M.;Faimon, Lillyanna;Chiu, Yu-Chen
我们调查了家庭在通过移动增强现实（MAR）应用程序调解的基于地点的移动学习（LOTM）体验中，如何沉浸在地质时间和地球科学过程中。我们的团队开发了一个MAR应用程序，时间探险者，专注于数百万年来岩石-水相互作用如何塑造阿巴拉契亚。数据是在宾夕法尼亚州立大学植物园的儿童花园收集的。数据来源是应用程序使用的视频，带有家庭对话音频的视角摄像机记录，以及来自17个家庭（51人）的采访。分析技术是相互作用分析，在这种分析中，家庭意义形成的情节被识别出来，并发展成定性的小插曲，重点是浸入式学习如何支持或不支持地球科学和地质时间的学习。我们分析了设计元素如何通过拍照、讨论提示和增强现实可视化来支持感官、行动、叙事和社交沉浸。研究结果表明，感官和社会沉浸支持有意义的对话和观察性探究，而叙事和行动沉浸支持家庭与地球科学内容的深度参与。在许多微型学习场所，家庭参与了多种沉浸式过程，在LOTM期间，对话、观察探究和与地球科学的深入接触结合在一起。这一分析有助于CSCL关于户外非正式环境中LOTM相关理论的文献，同时也提供了沉浸式、以家庭为中心、基于地点的LOTM框架的设计猜想。
We investigated how families experienced immersion as they collaboratively made sense of geologic time and geoscience processes during a place-based, learning-on-the-move (LOTM) experience mediated by a mobile augmented reality (MAR) app. Our team developed an MAR app,Time Explorers, that focused on how rock-water interactions shaped Appalachia over millions of years. Data were collected at the Children’s Garden at the Arboretum at Penn State. Data sources were videos of app usage, point-of-view camera recordings with audio capturing family conversations, and interviews from 17 families (51 people). The analytical technique was interaction analysis, in which episodes of family sense-making were identified and developed into qualitative vignettes focused on how immersion did or did not support learning about geoscience and geologic time. We analyzed how design elements supported sensory, actional, narrative, and social immersion through photo-taking, discussion prompts, and augmented reality visualizations. Findings showed that sensory and social immersion supported sense-making conversations and observational inquiry, while narrative and actional immersion supported deep family engagement with the geoscience content. At many micro-sites of learning, families engaged in multiple immersive processes where conversations, observational inquiry, and deep engagement with the geoscience came together during LOTM. This analysis contributes to the CSCL literature on theory related to LOTM in outdoor informal settings, while also providing design conjectures in an immersive, family-centered, place-based LOTM framework.
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DOI：
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发表时间：
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期刊：
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