Many efforts to reform science educational standards and structure have placed an emphasis on directing learners to communicate about concepts using external representations (ERs). Techniques to develop competencies with ERs often ask learners to develop understanding outside of a physical context while concurrently making connections back to the context—a very challenging task that often results in incomplete learning.
This dissertation work is presented in part as a journal article and presents a study that compared the effectiveness of a computer simulation to an augmented reality (AR) simulation for developing magnetic field conceptual and representational knowledge. The AR technology provides a feature called a dynamic overlay that can present ERs in a real-world context. The study was done with six classes of ninth grade physics students and evaluated learning, proficiency of exploration, and intrinsic motivation to engage with the activity and technology.
Results from this study show that contrary to expectations, students who used AR performed similarly to students who used the computer simulation conceptual and representational knowledge assessment. However, students who engaged with AR demonstrated worse exploration on average and had lower levels of intrinsic motivation. These outcomes provide evidence to the difficulty of using AR for teaching the ERs of challenging concepts and the complexities of implementing novel technologies into a standard classroom environment.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/xyz0-qz75 |
| Date | January 2022 |
| Creators | Kumar, Aakash |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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