Hobbs, M. and Holley, D. (2016) Using Augmented Reality to engage STEM students with an authentic curriculum. EAI Endorsed Transactions on e-Learning, 3 (11): 2. ISSN 2032-9253
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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 and an appreciation of groupwork tasks, enhanced student engagement and a greater awareness of the value of transferable skills.
Item Type: | Article |
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Uncontrolled Keywords: | STEM, PDP, Academic skills, Student engagement, Augmented Reality, BYOD |
Subjects: | Q Science > QA Mathematics > QA75 Electronic computers. Computer science QA75 Electronic computers. Computer science |
Depositing User: | EAI Editor I. |
Date Deposited: | 17 Sep 2020 09:23 |
Last Modified: | 17 Sep 2020 09:23 |
URI: | https://eprints.eudl.eu/id/eprint/418 |