Broadening Participation Research Project: Experimenting with an Augmented Reality Facilitated Instructional Model to Enhance STEM Education

杰克逊州立大学将开发和测试增强现实辅助教学（AR-FI）模型，以提高本科生的STEM学习和学术成功。研究人员将研究一种新模式的有效性，这种模式可以影响视觉空间能力，提高学生的参与度，突出教师？在STEM课堂上教授决策，并提高保留率和学习成绩。该模型得到了认知模型、学习行为和成功的STEM教育实践研究文献的证实。该项目团队将使用DiedricAR和Tintisha Technologies模型在沉浸式交互环境中将视觉空间学习与增强现实相结合，并创建情境学习场景，以测试选定STEM科目的知识应用，理解，应用和合成。该项目的预期成果是一个增强现实促进教学模式，可用于改变传统的学习在历史上黑人学院和大学。该项目将包括设计、实施、评价和重新设计，并形成一个五阶段的周期：准备、第一个试验期、评价和重新设计、第二个试验期、评价和出版。研究人员假设，（1）AR-FI模型与非洲裔美国STEM学生空间能力的提高之间存在正相关关系，（2）AR-FI模型与学生参与STEM课程之间存在正相关关系，（3）AR-FI模型与非洲裔美国学生的提高之间存在正相关关系。STEM课程的学术表现。四个选定的STEM课程的大一和大二学生将使用他们的个人智能手机或平板电脑，通过增强现实场景体验沉浸式活动。四种评估工具将用于三角测量学习过程，程序和拟议项目目标的完成情况，包括问卷调查，半结构化访谈，课堂观察和学生反思。 问卷调查将通过在线调查工具进行，量化数据将进行筛选和统计分析。并进行回归分析，以建立学生投入性学习指数与学习者授权量表之间的关系。对于课程嵌入式评估，测验和小组项目将用于评估学生的学习进步。 该研究将为STEM教师提供新的视角，以内在地激励学生，更有力地吸引学生，并提高代表性不足的STEM学生的保留率。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

Jackson State University will develop and test +an augmented reality facilitated instructional (AR-FI) model to improve STEM learning and academic success for undergraduate students. The investigators will examine the efficacy of a new model that could influence visual-spatial ability, improve student engagement, highlight instructors? teaching decision-making in STEM classrooms, and boost retention and academic performance. The proposed model is substantiated by the research literature on cognitive models, learning behavior, and successful STEM education practices. The project team will integrate visual-spatial learning with augmented reality in an immersive, interactive environment using DiedricAR and Tintisha Technologies models and create situated learning scenarios to test knowledge application, comprehension, application, and synthesis in selected STEM subjects. The expected outcome of the project is an augmented reality facilitated instructional model that can be used to transform traditional learning at Historically Black Colleges and Universities. The project will involve design, implementation, evaluation, and redesign in an accommodating five-stage cycle: preparation, first experiment period, evaluation and redesign, second experiment period, and evaluation and publication. The investigators hypothesize that (1) there is a positive relationship between the AR-FI model and improvement of African-American STEM students' spatial ability, (2) there is a positive relationship between the AR-FI model and student engagement in STEM courses, and (3) there is a positive relationship between the AR-FI model and improvement of African-American students? academic performance in STEM courses. Freshman and sophomore students in four selected STEM courses will use their personal smartphones or tablet to experience immersive activities through augmented reality situations. The four assessment tools that will be used to triangulate the learning process, procedures, and accomplishment of the proposed project objectives include questionnaires, semi-structured interviews, classroom observations, and student reflections. The questionnaires will be conducted through online survey tools, and the quantitative data will be filtered and statistically analyzed. Regression analysis will be conducted to establish the relationship for students' engaged learning index and learner empowerment scale. For course-embedded assessment, quizzes and group projects will be used to assess student learning improvement. The study will provide new perspectives for STEM faculty to motivate students intrinsically, engage students more powerfully, and increase retention of underrepresented STEM students.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.