Literaturnachweis - Detailanzeige
| Autor/inn/en | Soltis, Nicholas A.; McNeal, Karen S.; Atkins, Rachel M.; Maudlin, Lindsay C. |
|---|---|
| Titel | A Novel Approach to Measuring Student Engagement While Using an Augmented Reality Sandbox |
| Quelle | In: Journal of Geography in Higher Education, 44 (2020) 4, S.512-531 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Soltis, Nicholas A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0309-8265 |
| DOI | 10.1080/03098265.2020.1771547 |
| Schlagwörter | Computer Simulation; Simulated Environment; Visualization; Maps; Topography; Learner Engagement; Measurement Equipment; Responses; Arousal Patterns; Introductory Courses; Laboratory Training; Spatial Ability; Thinking Skills; Cooperative Learning; Map Skills; Earth Science; College Students; Visual Measures |
| Abstract | Augmented reality (AR) sandboxes are useful tools in helping students develop a three-dimensional understanding of topographic maps and landforms. Research on the AR sandbox indicates that students enjoy it, but evidence about student learning gains is inconclusive. This study aims to understand how students engage with these tools as a precedent to understanding learning gains. Technology in the form of skin biosensors allows researchers to measure skin conductance (or electrodermal activity -- EDA) as a proxy for student engagement. This study used wrist biosensors to monitor the engagement of students exposed to different instructional treatments of an AR sandbox in an introductory lab course. The data were supplemented by dynamic video of the students interacting with the sandbox. Statistical analysis of the EDA data suggests that the use of an AR sandbox, particularly during structured lab activities, increases student engagement. Regression modeling supports a relationship between spatial reasoning skills. Based on video data, students' collaborative and social interactions also showed a significant relationship with EDA. These results suggest that instructors focus on developing and using structured and collaborative activities when incorporating AR sandboxes in their courses in order to best engage students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
