Semiotics, memory and augmented reality: History education with learner‐generated augmentation

Abstract

has an extensive experience in curriculum design, teaching and training in various contexts and designing research interventions around the investigation of new media literacies. Kenneth edited a book titled "Landscapes of participatory making, modding and hacking: maker culture and makerspaces" which was published in 2017, alongside a second title in 2018, namely "a guide to developing digital games for early grade literacy for developing countries" (the latter commissioned by Digital Learning for Development and All Children Reading). Kenneth's work on the Six Learnings framework and Maker Motes helped him posit a theory of learning around the notion of Disciplinary Intuitions; the latter is elaborated on in a book published in 2015 by Springer; the book is indexed by Scopus. Ryan Lim is currently pursuing his undergraduate degree at the National Institute of Education of Singapore and is training to become a future History teacher at the secondary school level. He is passionate about learning from many different academic disciplines and in doing so, hopes to utilize these insights to make the teaching of History more interesting and effective for students. As part of his undergraduate course, Ryan has previously completed research on areas such as perceptions of gender in the classroom amongst trainee teachers in Singapore and anti-opium sentiments in Singapore between 1906 and 1942. AbstractThis study describes an approach to history education which leverages augmented reality (AR). Currently, most learning interventions with AR are designed from the paradigm of an expert-led model of teaching, where the AR artefact is created by a domain expert; under such a paradigm, the learner has limited ownership of the process of artefact production. The project reported in this paper aimed to broaden the application of AR in education, specifically to history education, by exploring the affordances of such technology in mediating student-led learning activities, using an approach known as learner-generated augmentation. The current Singapore Secondary History syllabus adopts an inquiry-based approach. The need to memorize key facts is still an important part in formulating historical arguments. The study involved the design of a learning activity to help students memorize historical information more effectively by building upon the established memory technique of Memory Palace/method of loci. In this activity, students used a free AR mobile application-Just a Line-to sketch out memory palaces of key information from a prose passage. This activity was trialled on studentteachers who are majoring in History at the National Institute of Education, Singapore. After they had sketched their memory palaces in three dimensions, they were interviewed on their experience. Samples of their learning artefacts (their sketches) and analyses of their comments, are reported. No claim is made with respect to the absolute efficacy of the approach, given the limited number of participants in the study. The intent of this paper is inst...

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