Radford Outdoor Augmented Reality (ROAR) Project: Immersive Participatory Augmented Reality Simulations for Teaching and Learning Science

雷德福户外增强现实 (ROAR) 项目：用于科学教学的沉浸式参与式增强现实模拟

• 批准号: 0822302
• 负责人: Matt Dunleavy
• 金额: $ 53.32万
• 依托单位: Radford University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-09-15 至 2011-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0822302&HistoricalAwards=false
• 关键词: Radford; Outdoor; Augmented; Reality; ROAR

This project anticipates the needs of learners in ten years by developing and testing two learning simulations that are immersive, interactive and participatory and use augmented reality in the outdoors. The students (each with a separate role to play) work in teams to investigate phenomena and solve problems in a gaming environment using wireless handheld GPS units. This model leverages devices that students already own and use in their extracurricular activities and gets students out of the classroom to play the game in their local environments, allowing for the construction of knowledge that is situated and tacit. Using a design-based, mixed methods approach, the researchers examine the relationships among augmented reality, learning in science, socio-emotional outcomes (engagement and self-efficacy) and the demographic characteristics of rural, underserved students in a few middle schools in southwest Virginia. Quantitative instrumentation is developed to clarify the conceptual foundations and identify contextual factors that could lead to general conditions for successful educational use of augmented reality. In addition, the researchers document teachers' and students' descriptions of how participating in a technology-mediated narrative in the outdoor Augmented reality simulation enhances or impedes teaching and learning science and mathematics concepts.

该项目通过开发和测试两个沉浸式，互动式和参与式的学习模拟，并在户外使用增强现实，预测了十年内学习者的需求。 学生（每个人都有一个单独的角色扮演）在团队中工作，调查现象，并解决问题，在游戏环境中使用无线手持GPS单元。这种模式利用学生已经拥有并在课外活动中使用的设备，让学生走出教室，在当地环境中玩游戏，从而构建位置和默契的知识。使用基于设计的混合方法，研究人员研究了增强现实，科学学习，社会情感结果（参与和自我效能）以及弗吉尼亚州西南部几所中学农村服务不足学生的人口统计学特征之间的关系。 定量仪器的开发是为了澄清概念基础，并确定上下文因素，可能导致成功的教育使用增强现实的一般条件。 此外，研究人员还记录了教师和学生对参与户外增强现实模拟中以技术为媒介的叙事如何增强或阻碍科学和数学概念的教学和学习的描述。