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1. Mobile Augmented Reality in the Backyard: Families’ Outdoor Spaces as Sites of Exploration about Pollinators

   Zimmerman, Heather Toomey ; Land, Susan M. ; Grills, Katharine ; Chiu, Yu-Chen ; Faimon, Lillyanna ; McClain, Lucy ; Williams, Jeff ( January 2021 , 15th International Conference of the Learning Sciences (ICLS) Proceedings)

   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.
2. 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.
3. Design Conjectures for Place-Based Science Learning About Water: Implementing Mobile Augmented Reality with Families

   Zimmerman, H. T. ; Land, S. M. ; Grills, K. E. ; Chiu, Y.-C. ; Jung, Y. J. ; Williams, J. ( January 2020 , Proceedings of the 14th International Conference for the Learning Sciences)

   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.
4. 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.
5. 2021 ASEE Virtual Annual Conference Content Access

   Bhattarai, B. ( July 2021 , Poster: Use of Augmented Reality (AR) and Virtual Reality(VR) to tackle 4 amongst the ”14 Grand Challenges for Engineering in the 21st Century” identified by National Academy of Engineering)

   This poster presents the use of Augmented Reality (AR) and Virtual Reality (VR) to tackle 4 amongst the “14 Grand Challenges for Engineering in the 21st Century” identified by National Academy of Engineering. AR and VR are the technologies of the present and the future. AR creates a composite view by adding digital content to a real world view, often by using the camera of a smartphone and VR creates an immersive view where the user’s view is often cut off from the real world. The 14 challenges identify areas of science and technology that are achievable and sustainable to assist people and the planet to prosper. The 4 challenges tackled using AR/VR application in this poster are: Enhance virtual reality, Advance personalized learning, Provide access to clean water, and Make solar energy affordable. The solar system VR application is aimed at tackling two of the engineering challenges: (1) Enhance virtual reality and (2) Advance personalized learning. The VR application assists the user in visualizing and understanding our solar system by using a VR headset. It includes an immersive 360 degree view of our solar system where the user can use controllers to interact with celestial bodies-related information and tomore »teleport to different points in the space to have a closer look at the planets and the Sun. The user has six degrees of freedom. The AR application for water tackles the engineering challenge: “Provide access to clean water”. The AR water application shows information on drinking water accessibility and the eco-friendly usage of bottles over plastic cups within the department buildings inside Auburn University. The user of the application has an augmented view of drinking water information on a smartphone. Every time the user points the smartphone camera towards a building, the application will render a composite view with drinking water information associated to the building. The Sun path visualization AR application tackles the engineering challenge: “Make solar energy affordable”. The application helps the user visualize sun path at a selected time and location. The sun path is augmented in the camera view of the device when the user points the camera towards the sky. The application provides information on sun altitude and azimuth. Also, it provides the user with sunrise and sunset data for a selected day. The information provided by the application can aid the user with effective solar panel placement. Using AR and VR technology to tackle these challenges enhances the user experience. The information from these applications are better curated and easily visualized, thus readily understandable by the end user. Therefore, usage of AR and VR technology to tackle these type of engineering challenges looks promising.« less