Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

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Authors

Rick Richardson, Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States ; Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 17, 2017 in Vancouver, British Columbia, Canada ISBN 978-1-939797-31-5

• Conference Info
• Proceedings Book

Abstract

This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest assessment between map type and spatial ability Prior learning activity results revealed a significant performance difference between AR and non-AR treatment conditions The potential intervening variable of spatial ability was ruled-out as a rival explanation for the score differences between the two treatment conditions, although the novelty of the Augmented Reality Sandbox may have contributed somewhat to higher scores for the AR treatment group We propose that the Augmented Reality Sandbox’s AR affordances offer new directions for instructional design of interfaces that promote enhanced learning through embodied interaction and multimodal feedback

Citation

Richardson, R., Sammons, D. & Delparte, D. (2017). Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills. In J. Dron & S. Mishra (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 71-81). Vancouver, British Columbia, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/p/181168.

© 2017 AACE