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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.
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Using QR-Triggered Mobile Learning Experiences to Support Collaborative Sense-Making and Observation
We investigate how design elements can support sensory engagement and sense-making through discussion and place-based activities offered via a QR code triggered, web-based mobile learning experience. 31 families (116 individuals; 54 adults, 62 youths) were recruited at a nature center to participate in learning activities related to pollinators and native plants. From the learning-on-the-move and science education literatures, two design conjectures guide our work a) sensory engagement via tactile and visual observation of objects and specimens on-site supports scientific noticing and b) discussion prompts and place-based activities support sense-making and knowledge integration via focusing conversation on scientific phenomena and big ideas. Families were observed seamlessly engaging in discussions beyond intended geographic boundaries as they observed and engaged in discussions of phenomena across space. This analysis contributes to the literature on informal learning environments and the role that QR-triggered web-based science content can provide in outdoor learning settings.
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- Award ID(s):
- 1811424
- PAR ID:
- 10554117
- Editor(s):
- Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E
- Publisher / Repository:
- International Society of the Learning Sciences
- Date Published:
- Page Range / eLocation ID:
- 482 to 489
- Subject(s) / Keyword(s):
- learning-on-the-move mobile computing augmented reality science education museum education informal learning informal education outdoor education design-based research design conjectures
- Format(s):
- Medium: X
- Location:
- https://repository.isls.org//handle/1/11128
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.22318/icls2024.960733
