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

该项目通过开发和测试两种沉浸式、互动性和参与性的学习模拟，并在户外使用增强现实技术，预测了十年后学习者的需求。学生们（每个人都有一个独立的角色）在游戏环境中使用无线手持GPS设备调查现象并解决问题。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，在当地的环境中玩游戏，允许构建定位和隐性的知识。研究人员采用基于设计的混合方法，研究了增强现实、科学学习、社会情感结果（参与度和自我效能感）和弗吉尼亚州西南部几所中学农村服务不足学生的人口特征之间的关系。定量仪器的开发是为了澄清概念基础，并确定可能导致增强现实成功教育使用的一般条件的背景因素。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的技术中介叙事如何增强或阻碍科学和数学概念的教学的描述。

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.