Using Augmented Reality to engage STEM students with an authentic curriculum

Abstract

This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more 'employability' based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction and an appreciation of groupwork tasks, enhanced student engagement and a greater awareness of the value of transferable skills.

Augmented, Assessed, Addressed: Reframing the Curricula for First Year Stem Students

“…The initial study [9] was aimed at a homogenous set of students closely controlled by a single tutor, in this extension we have demonstrated that the concept is valid for mixed groups of students and for delivery by tutors who are new to the technology and educational process. We have also continued the improved level of completion by students (initial figures show 10% improvement over the base case) for this larger group.…”

“…The first stages of this work were reported in Hobbs and Holley [9]; and showed that students attendance patterns were transformed, they engaged inside and outside the classroom, and work submission rose from 66% to 82%. The project has been extended from sixty students in three classes based in a single course to 130 students in five classes in two different courses.…”

“…This work is the second iteration of the 'AR mini project' to support PDP [9] and built on the previous work by using the Treasure Hunt theme to enable students to demonstrate more sophisticated design and creation skills. The requirement to increase the complexity of the task, and to make it more interesting, was based on feedback from students as part of the curriculum co-design process.…”

Augmented Reality in Education

“…It provides a platform to engage students with learning at a place and time of their choosing; moving outside the confines of the formal lecture theatre and changing our practices in supporting their learning. These principles can be seen in the Hobbs and Holley (2016) case study;…”

Mobile Device-Based Authentic Learning in Educational Environments: A Systematic Review

“…In these studies, the impact on student learning was usually explored from several angles. For example, studies have reported the impact of mobile device-based authentic learning experiences on student satisfaction, engagement, collaboration, awareness, problem solving and knowledge building (Daher, 2010;Harley, Poitras, Jarrell, Duffy, & Lajoie, 2016;Hobbs & Holley, 2016;Hsu & Ching, 2012;Li & Wang, 2018;Tirado-Morueta et al, 2019;Willemse, Jooste, & Bozalek, 2018). In fact, this trend in research purpose is somewhat predictable as evaluating the impact of the use of authentic learning spaces on certain psychological constructs would be the very next step after the initial stage that involves designing the mobile devicebased authentic learning systems for learning.…”