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Creators/Authors contains: "Land, S. M."

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  1. ; ; ; ( , 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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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; ; ( , 15th International Conference on Computer-Supported Collaborative Learning Proceedings)
    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. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; ( , 16th International Conference of the Learning Sciences Proceedings)
    Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    Immersive AR technologies can support students’ learning processes and deep engagement with outdoor science pursuits, yet few studies explore these technologies with out-of-school learners. We analyze how immersive AR features built into an outdoor-based mobile app shaped nine families’ learning experiences as they explored pollinator habitats. Preliminary findings revealed that immersive AR scanning tools built into the Pollinator Explorers app guided families’ observational practices of real-world objects through virtual overlays representing pollinator habitats. 
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    Accepted Manuscript Full Text Available
  4. ; ; ; ; ; ( , 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. 
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    Accepted Manuscript Full Text Available