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

Autor/inn/en	Richardson, R. Thomas; Sammons, Dotty; Del-Parte, Donna
Titel	Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills
Quelle	In: Journal of Interactive Learning Research, 29 (2018) 2, S.231-248 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Teaching Methods; Educational Technology; Technology Uses in Education; Simulated Environment; Computer Simulation; Maps; Topography; Spatial Ability; Statistical Analysis; Prior Learning; Academic Achievement; Scores; Control Groups; Experimental Groups; Feedback (Response); Interaction; Map Skills; Sensory Experience; Undergraduate Students; Hypothesis Testing; Instructional Effectiveness; Comparative Analysis; Cues; Surveys + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstliche Umwelt; Computergrafik; Computersimulation; Map; Karte; Topografie; Räumliches Vorstellungsvermögen; Statistische Analyse; Vorkenntnisse; Schulleistung; Interaktion; Kartenverständnis; Sinnerfahrung; Hypothesenprüfung; Hypothesentest; Unterrichtserfolg; Stichwort; Survey; Umfrage; Befragung
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 learning through embodied interaction and multisensory feedback. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01