How Augmented Reality Helps Students Learn Dynamic Spatial Relationships

2.50
Hdl Handle:
http://hdl.handle.net/11290/607956
Title:
How Augmented Reality Helps Students Learn Dynamic Spatial Relationships
Authors:
Shelton, Brett E.
Abstract:
Students have difficulty learning dynamic spatial relationships with traditional methods such as text and 2D diagrams. Similarly, instructors have grappled with different ways to present 3D content effectively to their students. My research begins to explain a possible answer to this problem—that using an augmented reality interface can change the way students came to understand one topic involving dynamic spatial relationships, those involving the Earth and sun. This research involved students interacting with virtual objects through an interface designed to take advantage of familiar cognitive strategies used to acquire and reorganize information during a designed learning activity. By exploring the way students used visual and physical means as part of taskrelated activities, I found that students learned by taking advantage o f the affordances of augmented reality. I used a conceptual change model based on the students’ reorganization of “coordination classes” as I analyzed videotaped activity. Students learned about rotation/revolution, solstice/equinox, and seasonal variation of light/temperature as a result of their augmented reality experience. They learned by creating and modifying strategies for obtaining small pieces of information about dynamic spatial relationships. They learned by modifying the number of possible inferences made from this “new” information and reorganizing it. Students’ understandings of Earth-sun relationships more closely matched that of an expert as a result of guidance and physical/visual task-related activities. A number of implications emerged concerning using augmented reality for learning. This research investigated the issue of improving teaching and learning spatially related phenomena and processes. It combined aspects of cognitive psychology, education, and interface research to establish a theoretical foundation for advanced visualization interfaces used in educational settings. It implemented and researched an emerging technology in an applied educational context, which is the first of its kind for augmented reality. In the final chapter I propose suggestions on how AR technology should be incorporated into educational design and how this study can frame future research.
Affiliation:
University of Washington
Issue Date:
2003
URI:
http://hdl.handle.net/11290/607956
Submitted date:
2015-09-26
Document Source:
Dissertation/Thesis
Language:
English Paper
Type Of Resource:
Empirical Research
Empirical Methodology:
Qualitative
Learning Environment:
Formal
Research Setting:
Online/Virtual
Subjects:
College Students
Construct:
Content Knowledge Spatial Reasoning
Content:
Sun-Earth-Moon (includes Seasons and Lunar Phases)
Nation:
USA
Appears in Collections:
Astronomy Education Research

Full metadata record

DC FieldValue Language
dc.contributor.authorShelton, Brett E.en
dc.date.accessioned2016-05-04T08:58:45Zen
dc.date.available2016-05-04T08:58:45Zen
dc.date.issued2003en
dc.date.submitted2015-09-26en
dc.identifier.urihttp://hdl.handle.net/11290/607956en
dc.description.abstractStudents have difficulty learning dynamic spatial relationships with traditional methods such as text and 2D diagrams. Similarly, instructors have grappled with different ways to present 3D content effectively to their students. My research begins to explain a possible answer to this problem—that using an augmented reality interface can change the way students came to understand one topic involving dynamic spatial relationships, those involving the Earth and sun. This research involved students interacting with virtual objects through an interface designed to take advantage of familiar cognitive strategies used to acquire and reorganize information during a designed learning activity. By exploring the way students used visual and physical means as part of taskrelated activities, I found that students learned by taking advantage o f the affordances of augmented reality. I used a conceptual change model based on the students’ reorganization of “coordination classes” as I analyzed videotaped activity. Students learned about rotation/revolution, solstice/equinox, and seasonal variation of light/temperature as a result of their augmented reality experience. They learned by creating and modifying strategies for obtaining small pieces of information about dynamic spatial relationships. They learned by modifying the number of possible inferences made from this “new” information and reorganizing it. Students’ understandings of Earth-sun relationships more closely matched that of an expert as a result of guidance and physical/visual task-related activities. A number of implications emerged concerning using augmented reality for learning. This research investigated the issue of improving teaching and learning spatially related phenomena and processes. It combined aspects of cognitive psychology, education, and interface research to establish a theoretical foundation for advanced visualization interfaces used in educational settings. It implemented and researched an emerging technology in an applied educational context, which is the first of its kind for augmented reality. In the final chapter I propose suggestions on how AR technology should be incorporated into educational design and how this study can frame future research.en
dc.description.provenanceMade available in DSpace on 2016-05-04T08:58:45Z (GMT). No. of bitstreams: 1 5208c835-4b31-4173-a427-f1d8342b5aba.pdf: 6861739 bytes, checksum: e9dc94c7f97b1f5b600f59d600d25801 (MD5) Previous issue date: 2003en
dc.language.isoEnglish Paperen
dc.titleHow Augmented Reality Helps Students Learn Dynamic Spatial Relationshipsen
dc.typeDissertation/Thesisen
dc.contributor.departmentUniversity of Washingtonen
dc.type.resourceEmpirical Researchen
dc.istar.learningenvironmentFormalen
dc.istar.constructContent Knowledge Spatial Reasoningen
dc.istar.contentSun-Earth-Moon (includes Seasons and Lunar Phases)en
dc.istar.nationUSAen
dc.istar.empiricalmethodologyQualitativeen
dc.istar.researchsettingOnline/Virtualen
dc.istar.subjectCollege Studentsen
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