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1. Tar AR: Connecting the Past with the Present in Informal Science Learning

   Herrick, I. ; Sinatra, G.M. ; Kennedy, A. ; Nye, B.D. ; Swartout, W.R. ; & Lindsey, E. ( January 2021 , 2021 AERA Annual Meeting)

   Informal science learning spaces such as museums have been exploring the potential of augmented reality (AR) as a means to connect visitors to places, times, or types of content that are otherwise inaccessible. This design-based research engaged the La Brea Tar Pits Museum and university partners in a research practice partnership to enhance place-based science learning through potential AR exhibits. Results from implementation of four design iterations show that AR technology is a promising tool to help learners interact with content that dates back thousands of years and overcome their scientific misconceptions. Furthermore, incorporating AR technology into museum exhibits can update them with 21st learning tools to support visitor enjoyment in science learning. 

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2. Tar AR: Using AR to Enhance Science Enjoyment and Informal Science Learning, (Poster)

   Herrick, I.R. ; Sinatra, G.M. ; Kennedy, A. ; Nye, B.D. ; Swartout, W.R. ; & Lindsey, E. ( January 2020 , 2020 APA Annual Meeting)

   Science museums aim to engage a large, diverse public audience in science learning and consequently, attempt to present information in entertaining, socially oriented, and innovative ways. Recent work using augmented reality (defined as technology that overlays virtual objects on to the real world) engages the public using content that is both situated in the context of the exhibit and virtually generated in a way that allows hidden worlds to become visible. However, little is known about how AR technology can facilitate museum visitors science learning. The Tar AR project, a sustained collaborative partnership funded by NSF AISL with La Brea Tar Pits/Natural History Museum of Los Angeles and a local university, explores how an AR experience can: promote visitor enjoyment, enjoyment, increase understanding of scientific topics, and promote user s feelings of ease with AR technology. 

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3. Using Augmented Reality (AR) to Bring the Past to Life in Informal Science Learning

   Herrick, I.R. ; Sinatra, G. ; Kennedy, A. ; Nye, B. ; Swartout, W. ; Lindsey, E. ( January 2022 , National Association for Research in Science Teaching (NARST) International Conference)

   Schwartz, R. ; Roehrig, G. ; Martin-Hansen, L. ; Kemp, P. ; Utano, J. (Ed.)

   A key mission for museums is to engage a large and diverse public audience in science learning (Macdonald, 1997). To that end, science museums attempt to use immersive technologies in entertaining, socially oriented, and innovative ways. An example is the use of augmented reality (AR) to overlay virtual objects onto the real-world (Azuma, Baillot, Behringer, Feiner, Julier, & MacIntyre, 2001).We used a Design Based Research (DBR) approach to develop and test four features of an AR experience to promote place-based science learning in an museum setting. While quantitative differences were not found among conditions in knowledge gained, significant learning gains were seen from pre to post, illustrating the potential for place-based informal science learning. Incorporating AR technology into museum exhibits can update them with 21st tools to support visitor engagement in the learning experience. This research contributes to understanding of usability and logistical issues for different AR designs for a public, outdoor informal settings. 

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4. SCIENCE BIG and SMALL: Visiting the Ice Age through Miniature and Life-Sized Augmented Reality Experiences

   https://doi.org/10.1037/tms0000106  

   Nye, B. ; Nelson, D. ; Herrick, I. ; Sinatra, G. ; Swartout, W. ; Porter, M. ; Davis, M. ; Lindsey, E. ( November 2021 , Technology, Mind, & Society Conference)

   Can Augmented Reality (AR) immersion and interactivity dispel misconceptions and increase public understanding of science? The interdisciplinary team including USC’s Institute for Creative Technologies, the Rossier School of Education and the La Brea Tar Pits Museum, developed two AR engagements, one miniature “tabletop” and one life-sized “field” experience to investigate the differences in AR across qualitatively distinct designs on interactivity and visual immersion. Participants were able to take part in a “virtual active dig site” and discover fossils preserved in the asphalt seep; they were also able to walk amongst Mammoths in a virtual simulation of Los Angeles from 25,000 years ago. Learning goals for the experiences included: how and what types of plants and animals are entrapped in the tar pits; the similarities/differences between the LA ecosystem in the ice age vs. present; and how we use the scientific method of testing ideas with evidence and revising hypotheses. Design considerations made to evaluate the efficacy of achieving learning objectives, and engagement included: interactivity (selection and manipulation); levels of immersion (smartphone vs head-mounted display), aesthetics (high-fidelity vs low-poly 3D-models). Take-aways from pilot and formal user-studies include the ability to achieve strong interest and consistent learning with lower-fidelity AR; strong reactions to large-scale, life-sized events even with lower fidelity models; mini-experiences, large scale, and even 2D posters (control) can be engaging with the right narrative and framing. Further results from the “Pit-91” tabletop study are being analyzed and data collection on the “Field Experience” is set to investigate a life-sized experience. 

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5. Tar AR: Bringing the past to life in place-based augmented reality science learning.

   Sinatra, G. M. ; Herrick, I.R. ; Kennedy, A. ; Nye, B.D. ; Swartout, W.R. ; & Lindsey, E. ( January 2020 , Society for Text & Discourse Annual Meeting)

   Museums have been exploring the potential of augmented reality (AR) as a means to promote science engagement. This proposal reports on the design and initial test of an AR exhibit at an active paleontological dig site. Results from analysis of participants’ discourse in response to the experience show that AR increased visitor interest and positive emotions around science content. Significant learning gains and decreases in science misconceptions also occurred for participants. 

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