Background:
According to Wikipedia, Augmented Reality (AR) is “an interactive experience of a real-world environment where the objects that reside in the real-world are "augmented" by computer-generated perceptual information”. AR opens opportunities to experience videos, 3D models and data as interactive activities. Research shows that including AR in the classroom environment makes the lessons more interactive, engaging, fun and informative for students. Based on this data, I have created a prototype of an application that can enhance learning and contribute to an improved educational experience.
Problem:
In the era of technological innovation, most educational materials still remain traditional. Per The Hechinger Report, a team of researchers tracked off-task behavior of students in over 50 classrooms, grades K to 4. They collected over 100,000 observations of student behavior from roughly 1,100 students over the course of a school year and found that the average elementary school student is distracted over 25% of the time, regardless of age. They also concluded that students went off task more frequently during “whole-group” instruction than during small group or individual work. This shows that students are disengaged and often become distracted from their work.
Solution:
Research shows that augmented reality can improve student learning by enhancing their sense of experience, providing the perception of reality and making the classroom environment more engaging and interesting. Dr. Del Siegle states that the technology enables students to “explore the great museums of the world, bring dangerous or extinct animals virtually into students’ environments . . ., and conduct hazardous science experiments . . .”. Most contemporary education is based on two-dimensional forms, like books and documents. Augmented reality provides interactive and tri-dimensional interaction in a real-time experience, that is consistent and reflective of practical objects in the real world. This comprehensive and dynamic learning experience has the potential to enhance learning by engaging students and triggering their creativity and interest.
Procedure:
The goal was to create a tool that teachers could use to trigger students imagination
and creativity to enhance their learning experience. The technology that I have developed has the potential to change the perception of classroom routines by replacing traditional two-dimensional worksheets with a realistic and exciting three-dimensional experience.
Currently the project is in the evaluation stage. Once implemented in a classroom it can be updated and improved based on the received feedback.
Conclusion:
ScienceAR is a tool to engage students in science. It is adaptive and can be scaled to any device with a camera, e.g. phone, tablet, desktop or laptop. By creating a real-world experience effect, it turns lessons into memorable and fun interactive sessions.