skip to main content


Title: Design Conjectures for Place-Based Science Learning About Water: Implementing Mobile Augmented Reality with Families
From a design-based research study with 31 families, we share the design conjectures that guided the first two iterations of research. The team developed a mobile augmented reality app focused on water-rock interactions to make earth sciences appealing to rural families. We iterated on one design element, the augmented reality visualizations, to understand how these AR elements influence families’ learning behavior in a children’s garden cave as well as their resulting geosciences knowledge. This analysis is an example of how design conjecture maps can be used to support research and development of mobile computer-supported collaborative learning opportunities for families in outdoor, informal learning settings.  more » « less
Award ID(s):
1811424
NSF-PAR ID:
10168987
Author(s) / Creator(s):
; ; ; ; ;
Date Published:
Journal Name:
Proceedings of the 14th International Conference for the Learning Sciences
Volume:
2
Page Range / eLocation ID:
1225-1132
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. de Vries, Erica ; Yotam Hod, Yotam ; Ahn, June (Ed.)
    From the first iteration of a design-based research study with 16 families, we investigated at-home intergenerational exploration of pollinators and plants. The team developed a mobile augmented reality app focused on plant-pollinator interactions. We investigated how AR elements influence families’ learning in their backyards. This analysis informs the design of mobile augmented reality apps that are site-independent for families’ collaborative learning opportunities in outdoor, home-based settings. 
    more » « less
  2. Chinn, C ; Tan, E. ; Chan, C ; Kali Y. (Ed.)
    From a design-based research study investigating rural families’ science learning with mobile devices, we share findings related to the intergenerational exploration of geological time concepts at a children’s garden at a university arboretum. The team developed a mobile augmented reality app, Time Explorers, focused on how millions of years of rock-water interactions shaped Appalachia. Data are recorded videos of app usage and interviews from 17 families (51 people); videos were transcribed, coded, and developed into qualitative case studies. We present results related to design elements that supported sensory engagement (e.g., observation, touch) through AR visualizations related to geological history. This analysis contributes to the literature on informal learning environments, theory related to learning-on- the-move, and the role of sensory engagement with AR experiences in outdoor learning. 
    more » « less
  3. Abstract

    We investigated how families experienced immersion as they collaboratively made sense of geologic time and geoscience processes during a place-based, learning-on-the-move (LOTM) experience mediated by a mobile augmented reality (MAR) app. Our team developed an MAR app,Time Explorers, that focused on how rock-water interactions shaped Appalachia over millions of years. Data were collected at the Children’s Garden at the Arboretum at Penn State. Data sources were videos of app usage, point-of-view camera recordings with audio capturing family conversations, and interviews from 17 families (51 people). The analytical technique was interaction analysis, in which episodes of family sense-making were identified and developed into qualitative vignettes focused on how immersion did or did not support learning about geoscience and geologic time. We analyzed how design elements supported sensory, actional, narrative, and social immersion through photo-taking, discussion prompts, and augmented reality visualizations. Findings showed that sensory and social immersion supported sense-making conversations and observational inquiry, while narrative and actional immersion supported deep family engagement with the geoscience content. At many micro-sites of learning, families engaged in multiple immersive processes where conversations, observational inquiry, and deep engagement with the geoscience came together during LOTM. This analysis contributes to the CSCL literature on theory related to LOTM in outdoor informal settings, while also providing design conjectures in an immersive, family-centered, place-based LOTM framework.

     
    more » « less
  4. null (Ed.)
    Spatial reasoning skills contribute to performance in many STEM fields. For example, drawing sectional views of three-dimensional objects is an essential skill for engineering students. There is considerable variation in the spatial reasoning skills of prospective engineering students, putting some at risk for compromised performance in their classes. This study takes place in a first-year engineering Spatial Visualization course to integrate recent practices in engineering design education with cognitive psychology research on the nature of spatial learning. We employed three main pedagogical strategies in the course - 1) in class instruction on sketching; 2) spatial visualization training; and 3) manipulation of physical objects (CAD/3D print creations). This course endeavors to use current technology, online accessibility, and implementation of the three pedagogical strategies to bring about student growth in spatial reasoning. This study is designed to determine the effect of adding two different spatial reasoning training apps to this environment. Over 230 students (three sections) participated in our study. In two of the three sections, students received interactive spatial visualization training using either a spatial visualization mobile touchscreen app in one section or an Augmented Reality (AR) app in the other section. Research suggests that there are benefits to using the Spatial Vis Classroom mobile app for college students.The app has been shown to increase student persistence resulting in large learning gains as measured by the Purdue assessment of spatial visualization (PSVT-R), especially for students starting with poor spatial visualization skills. The Spatial Vis Classroom app can be used in the classroom or assigned as homework. The AR app is designed to help users develop their mental rotation abilities. It is designed to support a holistic understanding of 3-dimensional objects, and research has shown that, in combination with a traditional curriculum, it increases students’ abilities also measured by the PSVT-R. Of particular interest, the data suggest that the app overcomes the advantage found by males over females in a traditional class alone focused on spatial reasoning. Both of the course sections were required to use the apps for approximately the same time in class and outside of class. Students in the control section were required to do hand sketching activities in class and outside of class, with roughly the same completion time as for the sections with the apps. Students grades were not affected by using the three different approaches as grading was based on completion only. Based on current literature, we hypothesize that overall benefits (PSVT-R gains) will be comparable across the 3 treatments but there will be different effects on attitude and engagement (confidence,enjoyment, and self-efficacy). Lastly, we hypothesize that the treatments will have different effects on male/female and ethnic categories of the study participants. The final paper will include an analysis of results and a report of the findings. 
    more » « less
  5. Weinberger A. ; Chen, W. ; Hernandez-Leo, D. ; Chen, B (Ed.)
    Our team of educational researchers, designers, and programmers are developing a suite of mobile augmented reality (MAR) apps to support rural families to learn science outdoors during their out-of-school time. We present MAR technology designs we have used across four mobile apps for learning about cave formation, land-water interactions over geologic time, pollinators, and pollination. We describe three different MAR app features to support observing science in outdoors: 1) AR filters and visualizations; 2) digital resources tied to place and 3) photo capture and question prompts to integrate observations and science. 
    more » « less