Journal of the Learning Sciences Volume 16, Number 3, ISSN 1050-8406
Advancements in handheld computing, particularly its portability, social interactivity, context sensitivity, connectivity, and individuality, open new opportunities for immersive learning environments. This article articulates the pedagogical potential of augmented reality simulations in environmental engineering education by immersing students in the roles of scientists conducting investigations. This design experiment examined if augmented reality simulation games can be used to help students understand science as a social practice, whereby inquiry is a process of balancing and managing resources, combining multiple data sources, and forming and revising hypotheses in situ. We provide 4 case studies of secondary environmental science students participating in the program. Positioning students in virtual investigations made apparent their beliefs about science and confronted simplistic beliefs about the nature of science. Playing the game in “real” space also triggered students' preexisting knowledge, suggesting that a powerful potential of augmented reality simulation games can be in their ability to connect academic content and practices with students' physical, lived worlds. The game structure provided students a narrative to think with, although students differed in their ability to create a coherent narrative of events. We argue that Environmental Detectives is 1 model for helping students understand the socially situated nature of scientific practice.
Squire, K. & Klopfer, E. (2007). Augmented Reality Simulations on Handheld Computers. Journal of the Learning Sciences, 16(3), 371-413.
Tami Seifert, Kibbutzim College of Education, Israel
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 795–801
Kayla Sappington, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 906–908
Julio Cabero Almenara, Universidad de Sevilla. facultad de Ciencias de la Educacin; Julio Barroso Osuna, Universidad de Sevilla
Journal of New Approaches in Educational Research (NAER Journal) Vol. 5, No. 1 (Jan 15, 2016) pp. 44–50
Lana Minshew & Janice Anderson, University of North Carolina at Chapel Hill, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1685–1690
Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries
Muhammet Demirbilek, Suleyman Demirel University, Turkey
Journal of Information Technology Education: Research Vol. 9, No. 1 (Jan 01, 2010) pp. 235–247
Erin Peters Burton, Wendy Frazier, Leonard Annetta, Richard Lamb, Rebecca Cheng & Margaret Chmiel, George Mason University, United States
Journal of Technology and Teacher Education Vol. 19, No. 3 (October 2011) pp. 303–329
Patricia Smith & Victoria Brown, Florida Atlantic University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3362–3365
Rikke Magnussen & Thorkild Hanghøj, The Danish School of Education, Aarhus University, Denmark
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Paul Wallace, Appalachian State University, United States
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 3866–3871
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