Nicole LaDue
Biographic Data
| ID | 6467447 |
|---|---|
| NAME | Nicole LaDue |
| GIVEN NAMES | Nicole |
| FAMILY NAME | LaDue |
| SIGNATURE | LADUE N |
| AFFILIATIONS | Northern Illinois University |
| ORCID | 0000-0002-0954-4034 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
I feel listened to and heard”
Persistence across undergraduate science, technology, engineering, and mathematics (STEM) programs is exceptionally low. Recent studies have shown that social support and sense of belonging are particularly important for students who are historically underrepresented in STEM, yet few interventions have directly targeted or investigated these factors. This qualitative study investigates low‐income, high‐achieving undergraduate STEM students' perce…
A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox
We developed and tested different pedagogical treatments using an Augmented Reality (AR) Sandbox to teach introductory geoscience students about reading topographic maps at five institutions in both pilot and full implementation studies. The AR Sandbox treatments were characterized as 1) unstructured play, 2) a semi-structured lesson, and 3) a structured lesson. The success of each was contrasted with the control condition of a traditional topogr…
A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox
We developed and tested different pedagogical treatments using an Augmented Reality (AR) Sandbox to teach introductory geoscience students about reading topographic maps at five institutions in both pilot and full implementation studies. The AR Sandbox treatments were characterized as 1) unstructured play, 2) a semi-structured lesson, and 3) a structured lesson. The success of each was contrasted with the control condition of a traditional topogr…
A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox
We developed and tested different pedagogical treatments using an Augmented Reality (AR) Sandbox to teach introductory geoscience students about reading topographic maps at five institutions in both pilot and full implementation studies. The AR Sandbox treatments were characterized as 1) unstructured play, 2) a semi-structured lesson, and 3) a structured lesson. The success of each was contrasted with the control condition of a traditional topogr…
I feel listened to and heard”
Persistence across undergraduate science, technology, engineering, and mathematics (STEM) programs is exceptionally low. Recent studies have shown that social support and sense of belonging are particularly important for students who are historically underrepresented in STEM, yet few interventions have directly targeted or investigated these factors. This qualitative study investigates low‐income, high‐achieving undergraduate STEM students' perce…
Psychology (2 works) · Augmented Reality Applications (1 works) · Career Development and Diversity (1 works) · Computer Science (1 works) · Context (archaeology) (1 works) · Feeling (1 works) · Geography Education and Pedagogy (1 works) · Geology (1 works) · Higher Education Research Studies (1 works) · Library science (1 works)