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. In: E-Learning, E-Education, and Online Training: Proceedings of eLEOT: Second International Conference on E-Learning, E-Education, and Online Training. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (160). Springer, pp. 110-117. ISBN 978-3-319-28882-6

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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: Book Chapter
Keywords: STEM, Professional development, Academic skills, Student engagement, Augmented reality, BYOD
Faculty: ARCHIVED Faculty of Science & Technology (until September 2018)
Depositing User: Repository Admin
Date Deposited: 15 Jun 2016 09:55
Last Modified: 18 Jun 2020 14:58
URI: http://arro.anglia.ac.uk/id/eprint/613153

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