EXP: Exploring the potential of mobile augmented reality for scaffolding historical inquiry learning

EXP：探索移动增强现实在支架式历史探究学习中的潜力

• 批准号: 1318977
• 负责人: Doug Bowman
• 金额: $ 54.9万
• 依托单位: Virginia Polytechnic Institute and State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-01 至 2016-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1318977&HistoricalAwards=false
• 关键词: EXP; Exploring; potential; mobile; augmented

In this Cyberlearning: Transforming Education EXP project, reserachers are addressing how and for what purposes Augmented Reality (AR) technologies can be used to support learning of critical inquiry strategies and processes; the question is being explored in the context of history education and the SCIM-C (Summarizing, Contextualizing, Inferring, Monitoring, and Corroborating) framework developed for inquiry history education. A combined hardware/software platform is being designed and developed to support SCIM-C pedagogy. Students use a mobile device with augmented reality to augment their "field" experience at a local historical site. In addition to experiencing the site as it exists, AR technology is being built to allow them to view and experience the site from several social perspectives and to view its structure and uses over several time periods. Students also use the mobile device to collect, annotate, and organize data at the local site, and the apps organize that data according to where it is collected at the site. Additional desktop and laptop software supports exploration, manipulation, and analysis of the data and writing and discussion in support of telling the site's story. Research focuses on the design of AR applications and associated technologies to support inquiry based in field work for the variety of disciplines where analysis of change over time is important (e.g., historical-cultural studies, geosciences, eco-sciences) and on understanding how to use the perspectives augmented reality can provide to promote inquiry processes and to promote understanding of how very small changes over long periods of time may add up to very large changes.Learning how to think critically, analyze sources, and develop an evidence-based account is central to a variety of disciplines. However, learners struggle to grasp the importance of such inquiry processes, to understand how experts engage in inquiry, and to master the strategies needed to practice such inquiry themselves. The purpose of this project is to explore how augmented reality (AR) technology can be used to give learners concrete experiences of life during several historical periods and support their reasoning as they make sense of the story of the place and what influenced its history. The researchers posit that the same types of concrete experiences with the past and the same types of help with making sense of changes over time are necessary to understand many sciences as well, and they expect that what is learned about making the historical past concrete enough for high schoolers to grasp will also be applicable to making the history of the natural world concrete enough for high schoolers to support their understanding of such concepts as geologic time, geologic processes, and evolutionary processes.

在这个网络学习：教育转型 EXP 项目中，研究人员正在研究如何以及出于什么目的使用增强现实 (AR) 技术来支持关键探究策略和流程的学习；这个问题正在历史教育和为探究历史教育开发的 SCIM-C（总结、情境化、推断、监测和证实）框架的背景下进行探索。 正在设计和开发一个组合的硬件/软件平台来支持 SCIM-C 教学法。学生使用具有增强现实功能的移动设备来增强他们在当地历史遗址的“现场”体验。除了体验现有的网站之外，AR 技术还可以让他们从多个社交角度查看和体验网站，并查看其在多个时间段的结构和使用情况。学生还使用移动设备在本地站点收集、注释和组织数据，并且应用程序根据在站点收集数据的位置来组织数据。其他台式机和笔记本电脑软件支持数据的探索、操作和分析以及写作和讨论，以支持讲述网站的故事。研究重点是设计 AR 应用程序和相关技术，以支持基于对随时间变化进行分析很重要的各种学科（例如历史文化研究、地球科学、生态科学）的现场工作的调查，并了解如何使用增强现实可以提供的视角来促进调查过程，并促进对长时间内非常小的变化如何可能累积成非常大的变化的理解。学习如何批判性思考， 分析来源并制定基于证据的说明对于各种学科来说都是至关重要的。然而，学习者很难掌握这种探究过程的重要性，理解专家如何进行探究，并掌握自己练习这种探究所需的策略。该项目的目的是探索如何使用增强现实 (AR) 技术为学习者提供多个历史时期的具体生活体验，并支持他们在理解该地点的故事以及影响其历史的因素时的推理。研究人员认为，为了理解许多科学，同样类型的过去的具体经验和同样类型的帮助来理解随着时间的变化也是必要的，他们期望使历史的过去足够具体以供高中生掌握的知识也适用于使自然世界的历史足够具体以支持他们对地质时间、地质过程和进化过程等概念的理解。