Using Augmented Reality to Engage STEM Students with an Authentic Curriculum

Hobbs, Mike and Holley, Debbie (2016) Using Augmented Reality to Engage STEM Students with an Authentic Curriculum. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 160. pp. 110-117. ISSN 1867-8211

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Official URL: http://dx.doi.org/10.1007/978-3-319-28883-3_14

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, enhanced student engagement and a greater awareness of the value of transferable skills.

Item Type: Journal Article
Keywords: STEM, Professional development, Academic skills, Student engagement, Augmented reality, BYOD
Faculty: Faculty of Science & Technology
Depositing User: Mr I Walker
Date Deposited: 15 Jun 2016 09:55
Last Modified: 14 Jan 2017 02:02
URI: http://arro.anglia.ac.uk/id/eprint/613153

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