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Title: Authentic Problem-Based Learning with Augmented Reality
Authors: Ogle, Todd
Hicks, David
Johnson, Aaron
Tucker, Thomas
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Ogle, T., Hicks, D., Johnson, A., & Tucker, T. (2018). Authentic Problem-Based Learning with Augmented Reality. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This work resulted in an authentic problem based - and place based - historical inquiry unit utilizing augmented reality and an engagement-first approach to scaffold disciplined inquiry, facilitate student understanding of change over time, and motivate and sustain students through the inquiry arc. The design was guided by cognitive research that recognizes both the psychological and social aspects of learning. The outcomes represent both research findings across 14 participating classes as well as a more specific look at the activities of one student group, documenting their experience and perspectives in-situ. Data gathered include interviews, usage logs, student notes and student final projects. All interviews and video recordings were transcribed, indexed and underwent inductive content analysis to identify key themes around motivation to learn and explicit learnings and negotiations with the app. Our findings suggest that AR can facilitate and sustain an inquiry through making the invisible visible in authentic and challenging settings.
Appears in Collections:ICLS 2018

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