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一种增强现实促进教学（AR-FI）模型，以提高本科学生的STEM学习和学业成就。研究人员将检验一种新模式的有效性，这种模式可能会影响视觉空间能力，提高学生的参与度，突出教师的能力。在STEM课堂上教授决策，并提高记忆力和学习成绩。关于认知模型、学习行为和成功的STEM教育实践的研究文献证实了所提出的模型。项目团队将使用DiedricAR和Tintisha Technologies模型，在沉浸式互动环境中整合视觉空间学习和增强现实，并创建情境学习场景，以测试选定STEM科目的知识应用、理解、应用和综合。该项目的预期结果是增强现实促进教学模式，可用于改变传统黑人学院和大学的传统学习。该项目将包括设计、实施、评估和重新设计，分为五个阶段：准备、第一实验期、评估和重新设计、第二实验期、评估和发表。研究者假设：(1)AR-FI模型与非裔美国STEM学生空间能力的提高存在正相关关系，(2)AR-FI模型与学生STEM课程参与度存在正相关关系，(3)AR-FI模型与非裔美国学生空间能力的提高存在正相关关系。STEM课程的学习成绩。选择四门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情境体验沉浸式活动。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。通过在线调查工具进行问卷调查，并对定量数据进行筛选和统计分析。通过回归分析，建立学生投入学习指数与学习者授权量表的关系。在课程评估中，将使用测验和小组项目来评估学生的学习进展。这项研究将为STEM教师提供新的视角，以从本质上激励学生，更有力地吸引学生，并增加代表性不足的STEM学生的保留率。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

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.