The Augmented Library: Motivating STEM Students
Authors: Holley, D., Hobbs, M. and Menown, C.
Journal: Networks
Volume: 19
Pages: 77-84
Publisher: Anglia Learning and Teaching
ISSN: 2045-5933
Abstract:review of first-year Computing and Gaming Technology students undertaking Personal Development Planning as part of a key year one module showed a lack of engagement (and submission of work). Research shows STEM students traditionally spend little time in formal library settings, and thus lack knowledge of the process of research. This work is focused on encouraging students’ transition from their online ‘persona’ in multiple contexts to ‘becoming’ a student. Taking a radically different approach to the sessions, the students, in small groups, were tasked with cocreating library artefacts through the medium of Augmented Reality. Weekly classes were ‘flipped’ and used for feedback, discussion, and exposure to research in action, where they became part of, and embodied within the research process. Our findings show significant and enhanced engagement with the learning process, and higher coursework submission rates.
https://eprints.bournemouth.ac.uk/23478/
Source: Manual
The Augmented Library: Motivating STEM Students
Authors: Holley, D., Hobbs, M. and Menown, C.
Journal: Networks
Volume: 19
Pages: 77-84
ISSN: 1743-9787
Abstract:Review of first-year Computing and Gaming Technology students undertaking Personal Development Planning as part of a key year one module showed a lack of engagement (and submission of work). Research shows STEM students traditionally spend little time in formal library settings, and thus lack knowledge of the process of research. This work is focused on encouraging students’ transition from their online ‘persona’ in multiple contexts to ‘becoming’ a student. Taking a radically different approach to the sessions, the students, in small groups, were tasked with cocreating library artefacts through the medium of Augmented Reality. Weekly classes were ‘flipped’ and used for feedback, discussion, and exposure to research in action, where they became part of, and embodied within the research process. Our findings show significant and enhanced engagement with the learning process, and higher coursework submission rates.
https://eprints.bournemouth.ac.uk/23478/
http://www.lta.anglia.ac.uk/networkIssues.php?issue=19
Source: BURO EPrints