Instructor-Led Approach to Integrating an Augmented Reality Sandbox into a Large-Enrollment Introductory Geoscience Course for Nonmajors Produces No Gains
| Autor: | Nancy Mahlen, Kirk Anne, Scott Giorgis |
|---|---|
| Rok vydání: | 2017 |
| Předmět: |
Science instruction
010504 meteorology & atmospheric sciences 05 social sciences 050301 education Topographic map 01 natural sciences Education Course (navigation) Visualization Sandbox (computer security) Mathematics education General Earth and Planetary Sciences Statistical analysis Augmented reality 0503 education 0105 earth and related environmental sciences |
| Zdroj: | Journal of Geoscience Education. 65:283-291 |
| ISSN: | 2158-1428 1089-9995 |
| DOI: | 10.5408/17-255.1 |
| Popis: | The augmented reality (AR) sandbox bridges the gap between two-dimensional (2D) and three-dimensional (3D) visualization by projecting a digital topographic map onto a sandbox landscape. As the landscape is altered, the map dynamically adjusts, providing an opportunity to discover how to read topographic maps. We tested the hypothesis that the AR sandbox is a more effective tool for teaching topographic maps than the traditional, paper-based approach alone. Students enrolled in an introductory geology course were randomly divided into two groups. The control group (N = 82) completed the paper-based topographic maps laboratory course. The experimental group (N = 94) completed the same laboratory course but also used the AR sandbox. Students spent 15–20 min working on an instructor-guided exercise to explore concepts such as contours, landforms, profiles, and gradients. The following week, all students took a topographic maps assessment. As in previous studies, these data suggest that male students... |
| Databáze: | OpenAIRE |
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