An Augmented Reality Environment for Astronomy Learning in Elementary Grades

Abstract

This paper describes an ongoing research comparing two 3D astronomical tangible models: an Augmented Reality model versus a physical model. According to IBSE principles, learners should investigate and manipulate in order to become conscious of the origin of astronomical phenomena, construct scientific knowledge and change their misconceptions. In primary French schools, physical models are usually used. However, children do not take advantage of these models and form new synthetic models instead of scientific ones. We aim at providing an adapted pedagogical environment support. An Augmented Reality environment was designed for inquiry-based learning. This tangible AR model shows augmented views of the celestial bodies and supports the pupils' investigations using spatial visual guides and views from a terrestrial observer. The AR model not only exposes the phenomena as in several Virtual Environments, but also allows pupils to virtually move the celestial bodies and test "as for real" their hypotheses. Our results show that the AR environment is particularly suitable for astronomy learning compared to the physical one. Only AR users have developed scientific conceptions of the explored astronomical phenomena and learnings have been significantly improved. Furthermore, we present some arguments in order to support the assumption that the AR model assists the process of scaffolding and motivation dynamic by enhancing task controllability and by promoting collaborative learning.

Marker-based augmented reality

“…As observed in the exploratory study [40], pre and post-test assessments indicate that HELIOS has improved learning and it allows overcoming misconceptions (see Table 2). The usability testing results was focused on Step 5.…”

“…We compared the AIBLE model to a physical one to estimate the efficacy of HELIOS on learning. This previous study, presented in a French conference [40], was based on pre and post-tests evaluations and analyses of pupils' workbooks. It concluded that only AR users developed scientific conceptions of the explored astronomical phenomena.…”

“…However, compared to AR models, these traditional physical models that need a dark environment are limited to a simple configurations. The symbolism of the visual representation and the complexity of the interactions are not conducive to scientific learning [40]. Despite this, those types of model are generally used in primary classes because they are nearly free, and easy to use by teachers.…”

“…Users' gestures were situated in the camera's field of view, on the table plane and were thus limited. Compared to experiments with physical models [40], this limited working area reduces the locomotion efforts that are required and, consequently, it decreases the risk of cognitive overload. As expected, pupils used mainly circular motions or rotations for moving markers on the table plane, but linear motion were also frequently observed.…”

AMI: Augmented Michelson Interferometer

“…It has been shown that interacting with digitally augmented physical spaces benefit to investigation [21]. In particular, in the case of optics, the tuning of various physical elements (lenses, mirrors and so on) is essential.…”