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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. 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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5. Mobile Augmented Reality Supporting Community-based Learning: Families’ Exploration of Land-Water Interactions.

   ​​Zimmerman, H. T.; Land, S. M.; Faimon, L.; Chiu., Y.-C. (January 2022, 16th International Conference of the Learning Sciences Proceedings)

   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. 

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