Augmenting the Power of Physical Models with Interactive Digital Media

项目概要 通过交互式数字媒体增强物理模型的力量 科学和 STEM 教育需要更有效的工具来吸引学生的注意力，激发他们的思考 批判性地帮助他们学习批判性的科学素养概念，以培养更强大的劳动力和公民。在这个阶段 II 项目“利用交互式数字媒体、3D 分子设计 (3DMD) 增强物理模型的力量” 将通过开发无缝的增强现实（AR）模块将学生带入分子世界 扩展 3DMD 物理模型的价值。借助我们的新产品 3DMD AR，学生将与 3DMD 互动 以新的方式现有的物理模型，按照自己的节奏直观地导航并构建自己的知识 同时以无缝集成的交互式数字媒体 (IDM) 为指导。所描述的增强现实模块 该提案中的 3DMD AR 可以部署在任何智能移动设备（手机或平板电脑）上，从而使 3DMD AR 能够被广泛使用 学校范围和预算。第一阶段的成功证明了使用 3DMD 现有技术的可行性 模型和套件作为 AR 目标，第二阶段旨在测试 3DMD 物理增强的假设 采用 AR 技术的模型将导致每项活动的 NGSS DCI 学习增益显着增加。 3DMD AR 将多项创新融入到一个强大的软件包中。一、3DMD AR利用增强现实最大化 物理模型和交互式数字媒体的有效性，同时减轻每种媒体的局限性。 其次，我们将 AR 与有意义的现实世界对象结合起来——3DMD 经验证有效的物理模型，为 AR 提供了 技术的目的不仅仅是简单的参与。第三，3DMD AR融合了个性化、建构主义学习、 以及通过要求学生操纵物理模型以在活动中取得进展的协作。最后， 通过 3DMD 的自定义脚本创新，3DMD AR 可以跟踪和区分 3DMD 的小型模型和套件 100 万学生已经掌握了从 0.75 英寸到 1.5 英寸（而不是推荐的 5 英寸）的组件。 第二阶段将重点关注 AR 活动、可用性、测试和教育评估的开发： 具体目标 1：开发 24 个模块化 AR 活动，将 IDM 与 3DMD 的顶级物理模型产品配对。 具体目标 2：对 3DMD AR 应用程序进行可用性测试。 具体目标 3：评估 6 项 AR 活动在实现 NGSS DCI 学习目标方面是否成功。 通过遵循迭代设计的内部流程，由教育工作者、AR 开发人员、用户设计师和 科学教育研究人员将开发、测试活动并启动应用程序。随后团队将进行测试 通过有调节和无调节的可用性测试来评估应用程序的可用性。最后，每个模块的 2 个活动将 进行评估以确定高中生物课程的学习成果。

Project Summary Augmenting the Power of Physical Models with Interactive Digital Media Science and STEM education require more effective tools that will engage student attention, challenge them to think critically, and help them learn critical science literacy concepts to create a stronger workforce and citizenry. In this Phase II project of Augmenting the Power of Physical Models with Interactive Digital Media, 3D Molecular Designs (3DMD) will transport students further into the molecular world by developing augmented reality (AR) modules that seamlessly extend the value of 3DMD’s physical models. With our new product, 3DMD AR, students will engage with 3DMD’s existing physical models in a new way, intuitively navigating at their own pace and constructing their own knowledge while being guided by seamlessly integrated interactive digital media (IDM). The augmented reality modules described in this proposal can be deployed with any smart mobile device (phone or tablet), making 3DMD AR accessible to a wide range of schools and budgets. After a successful Phase I that demonstrated the feasibility of using 3DMD’s existing models and kits as AR targets, Phase II is designed to test the hypothesis that the enhancement of 3DMD’s physical models with AR technology will result in a significant increase in the NGSS DCI learning gain for each activity. 3DMD AR brings multiple innovations into one powerful package. First, 3DMD AR uses augmented reality to maximize the effectiveness of physical models and interactive digital media, while mitigating the limitations of each medium. Second, we ground our AR with meaningful real-world objects – 3DMD’s proven effective physical models, giving AR technology a purpose beyond simple engagement. Third, 3DMD AR incorporates personalization, constructivist learning, and collaboration by requiring students to manipulate the physical models to progress through activities. Finally, through 3DMD’s custom scripting innovations, 3DMD AR can track and differentiate 3DMD’s small models and kit components ranging from .75-1.5” (instead of the recommended 5”) that are already in the hands of 1 million students. Phase II will focus on the development of the AR activities, usability, testing, and an educational assessment: Specific Aim 1: Develop 24 modular AR activities that pair IDM with 3DMD’s top physical model products. Specific Aim 2: Conduct usability testing of the 3DMD AR application. Specific Aim 3: Evaluate the success of 6 AR activities in meeting NGSS DCI learning objectives. By following an internal process of iterative design, the research team of educators, AR developers, user designers, and science education researchers, will develop, beta-test the activities, and launch the application. The team will then test the usability of the application via moderated and unmoderated usability tests. Finally, 2 activities from each module will be assessed to determine learning gains in high school biology classes.