Design Principles for Science Laboratory Instruction Using Augmented Virtuality Technologies

Abstract

This poster highlights design principles derived from piloting augmented virtuality laboratory (AVL) activities in secondary science classrooms. Our AVL activities leverage affordances of physical and virtual manipulatives through use of connected probeware and dynamic visualizations. To help students make connections among molecular and observable levels, we developed curricular materials with a scaffolded knowledge-integration approach. Observations, students' responses, and interview data were analyzed to extract design principles to inform future implementations of AVL and other mixed-reality approaches.