Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

Abstract

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

Data Literacy and Education: A Science Mapping Study

“…It was stated that the design of data literacy interventions contributed to the students developing a broader awareness of the nature of data in everyday life. Rowe, Riggio, De Amicis & Rowe, (2020), in a study to determine primary and secondary school (K-12) teachers' perceptions of cross-reality (XR) tools for data visualization and the use of sensor data from the built environment in the classroom curriculum, stated that teachers showed relatively high interest in learning about sensor applications and innovative interactive techniques, especially secondary school teachers saw more value in using these applications for teaching and learning. Mahmud & Wong (2022), in a study investigating the perspectives of undergraduate students in Malaysia on the importance of 21st century skills for career preparation, emphasized that due to the demands of an ever-changing world, many institutions have begun to incorporate 21st century skills into curriculum design to better prepare students for success in the workplace and lifelong career development.…”

Integrating immersive technologies with STEM education: a systematic review

“…• Lasica et al ( 2020) and Rowe et al (2020) assessed the AR and XR pedagogical value, respectively, each noting positive impacts on performance.…”

“…• By simulating real-world scenarios, IVT like XR provides experiential learning opportunities that might otherwise be inaccessible. Rowe et al (2020) explored this through the application of sensor data in smart buildings, expanding the horizons of what can be taught and experienced in a classroom.…”