While we are in the midst of a renaissance of interest in augmented reality (AR), there remain a small number of application domains that have seen significant development. One domain that often benefits from additional visualization capabilities is education, specifically physics and other sciences. This paper summarizes interviews with secondary school educators about their experience with AR and their most desired features. Three prototypes were created which were used to collect usability information from students and educators about their preferences for AR applications in their physics courses. Additionally, we introduce the concept of Environmental Integration, a novel method of defining mixed reality applications based on three properties: Visualization, Input Fidelity, and Spatial Understanding. Several examples are presented to illustrate different levels of environmental integration. The results of the studies conducted point towards interesting areas for further exploration for AR content creation for physics education.

The purpose of this research was to document the ways in which the pedagogical approaches of technology/engineering design-based learning (T/E DBL) were shown to promote change in concept knowledge of eighth grade mathematics students. A mixed method, sequential explanatory multiple embedded case study was used to determine the significance between the T/E DBL intervention and bivariate measurement data concept knowledge. Whole Group quantitative data analysis indicated a statistical significance between pretest and posttest scores. Qualitative data (Interactive Engineering Journals and semi-structured interviews) analyses for the Sub-Group confirmed that students did possess the bivariate data concept knowledge as documented through quantitative results and those gains were directly related to experiences students had while engaged in the T/E DBL intervention. This research demonstrated that the utilization of T/E DBL in an eighth-grade mathematics classroom has the potential to foster a change in concept knowledge of bivariate measurement data through informed design decision-making in a 21st century problem context. This study can be used as a guide for mathematics educators and curriculum developers implementing T/E DBL pedagogy allowing students to learn through contextual experiences. Future research should explore the utilization of T/E DBL to teach additional mathematical concepts at different grade levels. / Doctor of Philosophy / This research demonstrated that the utilization of technology/engineering design-based learning (T/E DBL) in an eighth-grade mathematics classroom has the potential to increase mathematical concept knowledge through informed design decision-making in a 21st century problem context. Participants were asked to design a solution to a real-world problem which required mathematics concept knowledge in order for students to make decisions about their design. Participants also kept an Interactive Engineering Journal (IEJ) throughout the design challenge. The results of the mathematics pre/posttest taken before and after the design challenge indicated that students increased their mathematical concept knowledge through their experiences during the design challenge. A small group of participants were selected to participate in IEJ analysis and individual interviews. These data confirmed that students did gain mathematical concept knowledge in connection to their experiences during the design challenge. This study can be used as a guide for mathematics educators and curriculum developers implementing T/E DBL pedagogy allowing students to learn through contextual experiences. Future research should explore the utilization of T/E DBL to teach additional mathematical concepts at different grade levels.

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