On Location Learning: Authentic Applied Science with Networked Augmented Realities

Autor/inn/en	Rosenbaum, Eric; Klopfer, Eric; Perry, Judy
Titel	On Location Learning: Authentic Applied Science with Networked Augmented Realities
Quelle	In: Journal of Science Education and Technology, 16 (2007) 1, S. 31-45Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-006-9036-0
Schlagwörter	Forschungsbericht; Science Education; Educational Games; Experiential Learning; Simulated Environment; Administrator Role; Role Playing; Communicable Diseases; Virtual Classrooms; Student Attitudes; Technology; Computer Networks; Performance Based Assessment; Diagnostic Tests; Public Health; Higher Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Educational game; Lernspiel; Experiental learning; Erfahrungsorientiertes Lernen; Künstliche Umwelt; Rollenspiel; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Schülerverhalten; Technologie; Computernetz; Computernetze; Kommunikationsnetz; Leistungsermittlung; Diagnostic test; Diagnostischer Test; Gesundheitswesen; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The learning of science can be made more like the practice of science through authentic simulated experiences. We have created a networked handheld Augmented Reality environment that combines the authentic role-playing of Augmented Realities and the underlying models of Participatory Simulations. This game, known as Outbreak @ The Institute, is played across a university campus where players take on the roles of doctors, medical technicians, and public health experts to contain a disease outbreak. Players can interact with virtual characters and employ virtual diagnostic tests and medicines. They are challenged to identify the source and prevent the spread of an infectious disease that can spread among real and/or virtual characters according to an underlying model. In this paper, we report on data from three high school classes who played the game. We investigate students' perception of the authenticity of the game in terms of their personal embodiment in the game, their experience playing different roles, and their understanding of the dynamic model underlying the game. (Author).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10