Pilot Study Using the Augmented Reality Sandbox to Teach Topographic Maps and Surficial Processes in Introductory Geology Labs
Pilot Study Using the Augmented Reality Sandbox to Teach Topographic Maps and Surficial Processes in Introductory Geology Labs
复制标题
使用增强现实沙箱在入门地质实验室中教授地形图和地表过程的试点研究
DOI：
10.5408/15-135.1
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发表时间：
2016
影响因子：
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通讯作者：
Michael R. Woods
中科院分区：
文献类型：
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作者：
T. L. Woods;Sarah E. Reed;S. Hsi;J. A. Woods;Michael R. Woods
对地质学入门学生来说，空间思维常常是一项挑战。一项使用增强现实沙箱(AR沙箱)的试点研究表明，它可以成为弥合二维(2D)表示和真实景观之间差距的强大工具，以及增强学生的空间思维和建模能力。AR沙盒包括一个具有虚拟等高线的真实沙盒和一个使用三维(3D)扫描相机、可视化软件和投影仪创建的水流模型。它被用于本科生的物理地质学课程，教授地形图、地表特征和过程。讲师演示了地形概念(等高线、地形剖面等)，学生们参与了沿海和河流环境(流域、截流、沿岸运输、海平面上升、吐痰、洪水等)的建模工作。采用虚拟水流模型来描述地表地物上的水流动力学。将AR沙箱连接到计算机显示器上，学生可以同时看到沙箱中的3D景观和他们在显示器上对应的2D图像。学生们用照相手机捕捉他们建立的景观模型，并通过电子邮件提交给他们评分。离职调查显示，学生对AR沙盒如何提高他们对学习目标的理解的看法非常积极(97%)。与只使用地形图的传统实验室相比，他们也更喜欢AR沙盒活动。要有效地在课堂上使用AR沙箱，需要开发学生建模练习，利用实时反馈、虚拟水和物理建模活动。虽然数据有限，需要进行更多的研究，但学生和教师对学生模型的实时反馈表明，沙箱模型对于消除学生的误解特别有用。
ABSTRACT Spatial thinking is often challenging for introductory geology students. A pilot study using the Augmented Reality sandbox (AR sandbox) suggests it can be a powerful tool for bridging the gap between two-dimensional (2D) representations and real landscapes, as well as enhancing the spatial thinking and modeling abilities of students. The AR sandbox involves a real box of sand with virtual contour lines and a water flow model created using a three-dimensional (3D) scanning camera, visualization software, and a projector. It was used in undergraduate, physical geology courses to teach topographic maps and surficial features and processes. The instructor demonstrated topographic concepts (contour lines, topographic profiles, etc.), and students engaged in model building of coastal and fluvial environments (drainage basins, cutoffs, longshore transport, sea-level rise, spits, flooding, etc.). The virtual water flow model was used to illustrate water flow dynamics on surface features. With the AR sandbox connected to a computer monitor, students could simultaneously see 3D landscapes in the sandbox and their corresponding 2D images on the monitor. Students used camera phones to capture landscape models they built and submitted them via e-mail for grading. Exit surveys indicated students were overwhelmingly positive (97%) in their perception of how the AR sandbox improved their understanding of learning objectives. They also preferred AR sandbox activities when compared to traditional laboratories that used only topographic maps. Effective classroom use of the AR sandbox required developing student-modeling exercises that took advantage of real-time feedback, virtual water, and physical modeling activities. While data are limited and more research is needed, real-time feedback on student models by both the students and the instructor suggests sandbox models are particularly useful for dispelling student misconceptions.