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