Mixing Educational Robotics, Tangibles and Mixed Reality Environments for the Interdisciplinary Learning of Geography and History

Abstract

In the present study we present a mixed reality learning environment that aims to become a creative, joyful and efficient interdisciplinary canvas for learning about history and geography and for concurrently fostering computational thinking. The environment makes use of embodied affordances and educational robotics and consists of two parts: an augmented 3D-tangible model of southern Europe with finger-based interaction and a second floor-based augmented robotics track de-picting European landmarks, where students are asked to perform tasks with Mindstorms EV3 robots. The game scenario describes a treasure hunt around Eu-rope and students swap between finger-based and robotics-based interactive sur-faces in two pairs. For the evaluation of our intervention, six groups of four stu-dents played with the environment for approximately 45 minutes each. Data col-lection was performed through pre- and post-knowledge test, attitude question-naire and a semi-formal group interview. Students’ answers showed that the mixed reality environment improved their engagement and motivation and en-hanced their orientation around Europe’s geophysical features. The robotics as-pect consolidated further their computational thinking skills while being highly exciting. The proposed approach was closer to the student’s expectations and in-teractive experiences, successfully exploited embodied learning opportunities and gamified the learning process.

How virtual reality, augmented reality and mixed reality facilitate teacher education: A systematic review

“…Previous research has used various platforms to provide teachers immersive training experiences, such as TeachLivE™ (e.g., Dieker et al, 2019; Fraser et al, 2020), Mursion (e.g., Gundel et al, 2019; Gundel & Piro, 2021), and Unity 3D (e.g., Huo et al, 2021; Stavroulia & Lanitis, 2020), which demonstrated great potential of VR in teacher education. In such VR environments, teachers were trained in professional competencies in areas such as classroom management (e.g., Chen, 2022; Cohen et al, 2020) and professional noticing (e.g., Ferdig & Kosko, 2020; Huang et al, 2021), domain‐specific knowledge (e.g., Artun et al, 2020; Xefteris & Palaigeorgiou, 2019) and improved their self‐efficacy (e.g., Gundel et al, 2019; Pendergast et al, 2022). Due to the exponential development of VR hardware and software during the last decade, not only VR but also augmented reality (AR) and mixed reality (MR) have been widely utilised in the teacher education area.…”

“…trained in professional competencies in areas such as classroom management (e.g., Chen, 2022;Cohen et al, 2020) and professional noticing (e.g., Ferdig & Kosko, 2020;Huang et al, 2021), domain-specific knowledge (e.g., Artun et al, 2020;Xefteris & Palaigeorgiou, 2019) and improved their self-efficacy (e.g., Gundel et al, 2019;Pendergast et al, 2022). Due to the exponential development of VR hardware and software during the last decade, not only VR but also augmented reality (AR) and mixed reality (MR) have been widely utilised in the teacher education area.…”

“…Observational data is also one of the important data sources, including video recordings of participants' training process (e.g.,Arican & Özçakir, 2021;Gundel & Piro, 2021;Kosko et al, 2022), and classroom observations (e.g.,Dieker et al, 2019;Fraser et al, 2020;Pas et al, 2016). To quantitatively assess teachers' learning achievement, some studies used scores to represent the level of learning, such as course exams and project performance(Nikimaleki & Rahimi, 2022), knowledge tests (e.g.,Arican & Özçakir, skills (e.g., Chen, 2022;Manero et al, 2022;Seufert et al, 2022), selfefficacy (e.g.,Gundel & Piro, 2021;Huang et al, 2023b;Pendergast et al, 2022), and subject knowledge and skills (e.g.,Fraser et al, 2020;Xefteris & Palaigeorgiou, 2019). Apart from research focusing on using XR-based training to facilitate learning, two studies utilised VR technologies to investigate the effect of class size on teachers'…”

Modeling of Pedagogical Patterns in an E-learning System

“…It is useful and motivating to work in a team on complex tasks close to those solved in a real business environment [5]. Applying knowledge in different areas to solve interdisciplinary tasks inspires learners [6], [7]. They do not like to be bored and look for challenges to demonstrate their abilities to themselves or others.…”

Developing STEAM Educational Scenarios in Pedagogical Studies using Robotics: An Undergraduate Course for Elementary School Teachers

“…The course is based on collaborative work, within immersive embodied environments that encourage more than just basic science skills (critical thinking, computational thinking, logic and application of science methodology) but also skills directly related to the arts and humanities such as creativity, imagination ,and reflection on ethical implications [6][7][8]. The course, in addition to educational robotics, integrates multiple ICT tools that support and enrich teaching scenarios, such as Scratch games, Makey-Makey and augmented reality applications [9,10], an embodied learning teaching framework [11,12], and utilizing robots as tools for simulation [13].…”