Representations of Novice Conceptions with Learner-Generated Augmentation: A Framework for Curriculum Design with Augmented Reality

Kenneth Y T Lim, Kelvin H.-C. Chen, Sheau-Wen Lin, Jong-Chin Huang, Kristal S-E Ng, Joel J L Ng, Yifei Wang, Nicholas Woong

Abstract


This paper describes how learner-constructed Augmented Reality was used in an intervention among science undergraduates in Taiwan, to help their course instructor have a clearer understanding of how novices in chemistry approach and seek to make sense of key concepts in this discipline.

The intervention was carried out in the latter half of 2018 using a freely-available app which could be downloaded to any smartphone or tablet which supports Augmented Reality. The undergraduates were introduced to the app and used its affordances as part of their course activities in chemistry.

We have termed the pedagogical approach described in this paper as Learner-Generated Augmentation. The intervention and pedagogical approach reported in this paper has potential implications on the design and adoption of subsequent applications of Augmented Reality in contexts of learning; this is because – at the very least – the approach described can be implemented at a lower cost of time, money, and manpower than earlier efforts at integrating Augmented Reality in to learning designs.

Results of surveys administered to participants are shared in this paper, as are samples of learner-constructed artifacts in Augmented Reality. It is hoped that the work reported might form the basis of subsequent studies in other disciplinary domains.


Keywords


augmented reality; curriculum design; cognition

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DOI: https://doi.org/10.4101/jvwr.v11i3.7327

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