This study investigated the contribution of a location-based augmented reality (AR) inquiry-learning environment in developing 3rd grade students’ historical empathy and conceptual understanding. Historical empathy is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizens by helping students interpret, understand and connect patterns of human activity across time. Fifty-three 3rd grade students, grouped in two research conditions, participated in this study. Students visited an archaeological site with and without the support of an AR learning environment on mobile tablet devices. Data from all students were collected following a pre- and post-test design. Twelve students from the AR condition participated in individual interviews and all AR students took a delayed post-test. The results showed that students’ conceptual understanding and historical empathy increased from pre to post for both conditions...

An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings

The print medium serves as a major communication channel in organizations. One way to increase the richness of print media is by using augmented reality (AR) technologies. Because AR can provide a richer experience, it is likely that AR can make a viewer’s interaction with the print media more engaging. A more engaging communication in turn is likely to improve learning as well as other important organizational outcomes such as increased awareness of organizational activities and opportunities for improvement. Embedding AR in print medium may also have negative consequences, for example, AR may divert attention from key information provided in textual information. Our research project addresses these possibilities. In this paper, we examine whether AR can 1) affect attention to textual information and 2) affect engagement with a print medium. In our follow up studies, we plan to examine the impact of AR enabled print media on organizational outcomes.

Augmented Reality and Print Communication

Augmented Reality and Print Communication Research-in-Progress

Mobile augmented reality applications are increasingly utilized as a medium for enhancing learning and engagement in history education. Although these digital devices facilitate learning through immersive and appealing experiences, their design should be driven by theories of learning and instruction. We provide an overview of an evidence-based approach to optimize the development of mobile augmented reality applications that teaches students about history. Our research aims to evaluate and model the impacts of design parameters towards learning and engagement. The research program is interdisciplinary in that we apply techniques derived from design-based experiments and educational data mining. We outline the methodological and analytical techniques as well as discuss the implications of the anticipated findings.

Dana Cataldo

Papers

Towards Evaluating and Modelling the Impacts of Mobile-Based Augmented Reality Applications on Learning and Engagement