Environmental Detectives—the development of an augmented reality platform for environmental simulations

Abstract

The form factors of handheld computers make them increasingly popular among K-12 educators. Although some compelling examples of educational software for handhelds exist, we believe that the potential of this platform are just being discovered. This paper reviews innovative applications for mobile computing for both education and entertainment purposes, and then proposes a framework for approaching handheld applications we call ''augmented reality educational gaming.'' We then describe our development process in creating a development platform for augmented reality games that draws from rapid prototyping, learner-centered software, and contemporary game design methodologies. We provide a narrative case study of our development activities spread across five case studies with classrooms, and provide a design narrative explaining this development process and articulate an approach to designing educational software on emerging technology platforms. Pedagogical, design, and technical conclusions and implications are discussed.

Moving on from Weiser’s Vision of Calm Computing: Engaging UbiComp Experiences

“…Examples of projects that have pioneered the design of novel physical-digital spaces to facilitate creativity and reflection include the Hunting of the Snark [32], Ambient Wood [36], RoomQuake [33] Savannah [17], Environmental Detectives [27], Drift Table [19] and Feeding Yoshi [7]. Each of these have experimented with the use of mobile, sensor and fixed technologies in combination with wireless infrastructures to encourage exploration, invention, and out of the box thinking.…”

Shakespeare in the Apps: Mobile Technology in Education Context

“…With mobile devices serving as supporting tools, learners could be active constructors of knowledge in a real-life context. Instances could be found when students examine problems in an environment with GPS in portable personal computer [34] and the adoption of PDAs to model the transmission of a virus [33].…”

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

“…There is increasingly widespread evidence of the positive effects of video games on learning (Coller and Scott, 2009;Echeverria et al, 2011;Green and Bavelier, 2003;Ke and Grabowski, 2007;Klopfer and Squire, 2008;Papastergiou, 2009;Peterson, 2010;Prensky, 2006). Gamers are able to explore different identities and 'inhabit' roles, which would normally be inaccessible to them (Akkerman et al, 2009;Shaffer et al, 2005;Winn, 2002).…”

“…Gamers are able to explore different identities and 'inhabit' roles, which would normally be inaccessible to them (Akkerman et al, 2009;Shaffer et al, 2005;Winn, 2002). They are able to alter and change various situations and environments, which in real life would be unalterable; view various phenomena which they may be impossible to witness for real and observe the behaviour of particular environments in different periods of time and changing over time (Rickard and Oblinger, 2004;Squire, 2003Squire, , 2008. Video games can be introduced into lessons by using games in class discussions and making links to taught material, introducing some of the fundamentals of video games into teaching in order to make learning more game-like, assigning particular video games as homework, using educational video games and commercial off-the-shelf video games (COTS) for teaching purposes and creating and designing games to suit the learning needs of the class (Prensky, 2006).…”