Using Mobile Location‐Based Augmented Reality to Support Outdoor Learning in Undergraduate Ecology and Environmental Science Courses

Kamarainen, Amy; Reilly, Joseph; Metcalf, Shari; Grotzer, Tina A.; Dede, Christopher J.

doi:10.1002/bes2.1396

Cited by 38 publications

(22 citation statements)

References 39 publications

(54 reference statements)

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“…Conversely, in other domains (e.g. physics and ecology Enyedy, Danish, Delacruz, & Kumar, 2012;Kamarainen, Reilly, Metcalf, Grotzer, & Dede, 2018) more precise predictions about the benefits of AR for visualization in space or revealing hidden aspects of ecosystems have been devised and borne out in research. Thus, there is a mismatch between the specificity of the experiments reviewed here and the theoretical basis and insights generated.…”

Section: Limitations Of Existing Literaturementioning

confidence: 99%

The impact of mobile application features on children’s language and literacy learning: a systematic review

Booton

Hodgkiss

Murphy

2021

Computer Assisted Language Learning

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Mobile touchscreen applications present new opportunities for children's language learning. This systematic review synthesizes the evidence on the impact of features of mobile applications on children's language learning. Experimental studies published from 2010 onwards with children aged 3 to 11 years old were included. Of the 1,081 studies screened, 11 studies were identified, which examined four features of mobile touchscreen applications: inbuilt narration, real-time conversation prompts, augmented reality (AR), and hotspots. Inbuilt narration had a positive impact on story comprehension and word learning compared to reading alone but not shared reading with an adult. Real-time conversation prompts improved the quality and quantity of adult-child talk, and AR supported language learning ostensibly via increased motivation. No evidence was found for an impact of text-relevant hotspots. Limitations of the existing literature are discussed, and a strong case is made for further research in the area, particularly that which builds on learning theory and existing qualitative research.New technologies can provide new opportunities for gaining language and literacy skills for adults and children. The field of Mobile Assisted Language Learning (MALL) has generated promising insights on language learning using digital technologies for adult learners (Lin & Lin, 2019;Sung, Chang, & Yang, 2015), and emerging research on mobile, touchscreen devices such as tablets and smartphones with adults and children suggests that these now ubiquitous tools can support language skills too (Godwin-Jones, 2017;Neumann & Neumann, 2017). Looking beyond questions of whether such technologies can support learning, new empirical research is exploring how, by examining which specific features of mobile touchscreen devices have an impact on language learning (Jin,

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Section: Limitations Of Existing Literaturementioning

confidence: 99%

The impact of mobile application features on children’s language and literacy learning: a systematic review

Booton

Hodgkiss

Murphy

2021

Computer Assisted Language Learning

View full text Add to dashboard Cite

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“…For example, the fields of engineering, health, education, and training each has their unique problems; thus, ARs with different technological infrastructures must solve them. In the education field, two types of AR are used predominantly: recognition-(marker) based and location-based (Fleck, et al, 2015;Hanafi, et al, 2016;Huang, et al, 2016;Kamarainen, et al, 2018;Lisabeth & Helen, 2017;Nielsen, et al, 2016;Nikou & Economides, 2016;Yoon, et al, 2017;Zainuddin, et al, 2016). In addition, these studies demonstrate that, in the education field, AR technology uses mobile technology and suitable software and the applications of AR research can now be found on both mobile and non-mobile devices (Bacca, et al, 2014).…”

Section: Types Of Ar Technologymentioning

confidence: 99%

Augmented Reality in Science Education: An Application in Higher Education

Özkan

2021

education

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Effective usage of augmented reality(AR) depends on good integration into the learning environment. Based on a qualitative research approach, this study investigates the effects of using AR technologies in science education to support the effective use of AR. Students’ experiences of AR were gathered using a prepared questionnaire form. Within the scope of science education, AR was used in a university-level chemistry course. Using theme analysis, descriptive themes were created by analyzing the content of completed questionnaires in written texts. Descriptive expressions obtained from the written text were determined by free coding. These codes were then matched with appropriate themes and illustrated in the form of branched trees. The study results demonstrated that AR is an optimal tool for teaching abstract subjects that do not feature direct observation and examination in science education. Students also have positive opinions about the use of AR in other courses in science education. Another important result from this study revealed that AR software interfaces require improvements to be suitable as teaching material. In addition, several recommendations have been presented for the better integration of AR into the learning environment.

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“…Pushing the opportunities that immersive experiences offer, users can also move through time (Fleming, Schmidt, & Cary-Kothera, 2016), be immersed in simulations showing how formations came into existence (Lin et al., 2015), experience processes at the level of microbes, or “look under the hood” of outcrops to develop a regional understanding of geologic structures. This aspect of immersive technologies is sometimes associated with making the unseen seen (Kamarainen, Reilly, Metcalf, Grotzer, & Dede, 2018). All of these experiences can be associated with learning objectives from an introductory geoscience course where students learn about and must comprehend challenging content through synthesizing observations and data.…”

Section: Introductionmentioning

confidence: 99%

Transforming Earth Science Education Through Immersive Experiences: Delivering on a Long Held Promise

Klippel

Zhao

Jackson

et al. 2019

Journal of Educational Computing Research

104

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The value of field trips is undisputed across disciplines. Field-site visits whether in social or physical sciences provide grounding for place- and discovery-based learning. Yet field trips have limitations that can now be overcome by the promise of immersive technologies that can improve quality and accessibility. This promise is twofold: First, we can harness advancements made in sensing technologies to create immersive experiences of places across the earth efficiently; second, we can provide detailed empirical evaluations on immersive learning and quantify educational value. We report on a study that splits an introductory geosciences course into two groups with one group experiencing a traditional field trip, while a second group visits the same site virtually, immersing the students in the site using a head-mounted device. Results show the advantages of virtual field trips (VFTs) concerning enjoyment, learning experience, and actual lab scores. We embed the discussion of these results into a more general assessment of the advantages of VFTs and a taxonomy of VFTs as a basis for future studies.

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Using Mobile Location‐Based Augmented Reality to Support Outdoor Learning in Undergraduate Ecology and Environmental Science Courses

Cited by 38 publications

References 39 publications

The impact of mobile application features on children’s language and literacy learning: a systematic review

The impact of mobile application features on children’s language and literacy learning: a systematic review

Augmented Reality in Science Education: An Application in Higher Education

Transforming Earth Science Education Through Immersive Experiences: Delivering on a Long Held Promise

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