A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox
Impacts on undergraduate student learning
Bibliographic Data
| ID | 11954253 |
|---|---|
| Authors | Karen S McNeal (0000-0001-8701-0508, Auburn University, corresponding author), Katherine Ryker (0000-0002-3781-3422, University of South Carolina), Shelley Whitmeyer (James Madison University), Scott Giorgis (0000-0002-7990-5974, SUNY Geneseo), Rachel Atkins (0000-0001-6115-6322, North Carolina State University), Nicole LaDue (0000-0002-0954-4034, Northern Illinois University), C C Clark (0000-0002-1077-9383, Eastern Michigan University), Christine Clark (0000-0001-6504-1450, Eastern Michigan University), Nick Soltis (Auburn University), Thomas J Pingel (0000-0002-5911-2803, Northern Illinois University), Thomas Pingel (Northern Illinois University) |
| Year | 2019 |
| Volume | 44 |
| Issue | 1 |
| Pages | 85-107 |
| Publication date | 2019-11-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2019.1694875 |
| OpenAlex | W2990458565 |
| Language | EN |
| Citations received | 5 |
| References cited | 78 |
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 topographic map lab without the AR Sandbox. Students completed a subset of questions from the Topographic Maps Assessment (TMA) and a series of mental rotation questions post-implementation. No significant differences were found on TMA post-test scores between groups who used the unstructured Sandbox play treatment compared to the control condition. Semi-structured and structured lesson formats similarly failed to produce a statistically significant difference on the TMA post-test. This indicates that no single treatment worked universally better than another. However, regression analysis showed two factors significantly predicted performance on the TMA, including spatial performance and self-assessed knowledge (or confidence) of topographic maps. Of the groups that used the Sandbox, students with low and high scores on the mental rotation test performed best on the TMA following the structured treatment
Library science · Mathematics education · Reading (process · Sandbox (software development · Significant difference · Statistics · Test (biology · Augmented Reality Applications · Computer Science · Geography Education and Pedagogy · Mathematics · Psychology · Spatial Cognition and Navigation · Geology
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| Unique citing works | 5 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |