Using augmented reality to engage STEM students with an authentic curriculum

Authors: Hobbs, M. and Holley, D.

Journal: Lecture Notes of the Institute for Computer Sciences, Social-Informatics and Telecommunications Engineering, LNICST

Volume: 160

Pages: 110-117

ISBN: 9783319288826

ISSN: 1867-8211

DOI: 10.1007/978-3-319-28883-3_14

Abstract:

This paper reports on the introduction of a set of ‘Augmented Reality’ (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory ‘Professional Development’ module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills.

https://eprints.bournemouth.ac.uk/23475/

Source: Scopus

Using Augmented Reality to Engage STEM Students with an Authentic Curriculum

Authors: Hobbs, M. and Holley, D.

Journal: E-LEARNING, E-EDUCATION, AND ONLINE TRAINING

Volume: 160

Pages: 110-117

eISSN: 1867-822X

ISBN: 978-3-319-28882-6

ISSN: 1867-8211

DOI: 10.1007/978-3-319-28883-3_14

https://eprints.bournemouth.ac.uk/23475/

Source: Web of Science (Lite)

Using Augmented Reality to engage STEM students with an authentic curriculum

Authors: Hobbs, M. and Holley, D.

Conference: E-LEOT

Dates: 16-18 September 2015

Journal: E-Learning, E-Education, and Online Training

Publisher: Springer

Abstract:

This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills.

https://eprints.bournemouth.ac.uk/23475/

Source: Manual

Using Augmented Reality to Engage STEM Students with an Authentic Curriculum.

Authors: Hobbs, M. and Holley, D.

Editors: Vincenti, G., Bucciero, A. and Vaz de Carvalho, C.

Conference: e-LEOT 2015

Pages: 110-117

Publisher: Springer International Publishing

ISBN: 9783319288826

ISSN: 1867-8211

Abstract:

This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills.

https://eprints.bournemouth.ac.uk/23475/

http://link.springer.com/chapter/10.1007/978-3-319-28883-3_14

Source: BURO EPrints