Augmented Reality Technology Used for Developing Topographic Map-Reading Skills in an Earth Science Course and its Potential Implications in Broader Learning Venues
Augmented Reality Technology Used for Developing Topographic Map-Reading Skills in an Earth Science Course and its Potential Implications in Broader Learning Venues
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增强现实技术用于培养地球科学课程中的地形图阅读技能及其对更广泛学习场所的潜在影响
DOI：
10.1007/s10956-022-10011-2
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发表时间：
2023
影响因子：
4.4
通讯作者：
Arthurs, Leilani A.
中科院分区：
文献类型：
--
作者：
Baumann, Sarah;Arthurs, Leilani A.
地形图阅读技能对某些职业来说是至关重要的，但可能很难学习。这项初步研究的目的是深入了解增强现实技术在发展地形图阅读技能方面可以发挥的作用。本研究运用情境认知理论框架，通过地形图测评(TMA)、教师观察和学生反馈三种不同的教学方法跟踪学生技能的发展。采用准实验研究设计，在一门本科地球科学入门实验室课程的八个部分中，85名大学水平的学生被分配到对照组(n= 19)，使用标准课程(纸笔实验练习和实地考察)指导的对照组(n= 14)，使用2-D地图完成6项活动的2-D组(n= 14)，或完成6项同时需要2-D地图和增强现实技术的活动的增强现实沙盒组(n= 52)。多水平协方差分析的结果表明，教学后的整体分数没有显著差异，但ARS组(n= 17)的女生得分往往高于对照组(n= 11)，这可能表明这种方法可以提高女性在STEM中的成绩。使用ARS的其他已确定的教学好处包括增加了学生之间的协作，提高了教师对学生困难和挑战的可见性，并提高了教师提供实时反馈和指导的能力。
Topographic map-reading skills are critical for certain professions but can be difficult to learn. The purpose of this pilot study is to provide insight on the role augmented reality technology can play in the development of topographic map-reading skills. Using a situated cognition theoretical framework, this study tracks the development of students’ skills in three different instructional approaches using the Topographic Mapping Assessment (TMA), instructor observations, and student feedback. Using a quasi-experimental research design, 85 college-level students in eight sections of an introductory undergraduate geoscience laboratory course were assigned to a control group (n= 19) that was instructed using the standard curriculum (paper-and-pencil lab exercises and field trips), a 2-D group (n= 14) that completed six activities using 2-D maps, or an augmented reality sandbox (ARS) group (n= 52) that completed six activities requiring both 2-D maps and augmented reality technology. Results from multi-level analyses of covariance suggest no significant difference in overall post-instruction scores, except female students in the ARS groups (n= 17) tended to score higher than students in the control group (n= 11), potentially indicating this method can increase outcomes for females in STEM. Other identified instructional benefits of using the ARS include increased collaboration between students, greater visibility to the instructor of student difficulties and challenges, and improved ability for the instructor to provide real-time feedback and guidance.
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影响因子：
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作者：
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通讯作者：
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DOI：
10.3390/ijgi7050197
发表时间：
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期刊：
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期刊：
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DOI：
10.4148/1944-3676.1099
发表时间：
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期刊：
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影响因子：
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作者：
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