EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips

  • Authors:

  • Amy M. Kamarainen;Shari Metcalf;Tina Grotzer;Allison Browne;Diana Mazzuca;M. Shane Tutwiler;Chris Dede

  • Affiliations:

  • Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA;Harvard University, Graduate School of Education, Cambridge, MA, USA

  • Venue:
  • Computers & Education
  • Year:
  • 2013

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Abstract

Positioned in the context of situated learning theory, the EcoMOBILE project combines an augmented reality (AR) experience with use of environmental probeware during a field trip to a local pond environment. Activities combining these two technologies were designed to address ecosystem science learning goals for middle school students, and aid in their understanding and interpretation of water quality measurements. The intervention was conducted with five classes of sixth graders from a northeastern school district as a pilot study for the larger EcoMOBILE project, and included pre-field trip training, a field trip to a local pond environment, and post-field trip discussions in the classroom. During the field experience, students used mobile wireless devices with FreshAiR(TM), an augmented reality application, to navigate the pond environment and to observe virtual media and information overlaid on the physical pond. This AR experience was combined with probeware, in that students collected water quality measurements at designated AR hotspots during the experience. We studied the characteristics of learning and instruction using measures of student attitudes, content learning gains, and opinions teachers provided via written and verbal feedback. We observed gains in student affective measures and content understanding following the intervention. Teachers reported that the combined technologies promoted student interaction with the pond and with classmates in a format that was student-centered rather than teacher-directed. Teachers also reported that students demonstrated deeper understanding of the principles of water quality measurement than was typical on prior field trips without these technologies and that students had expanded opportunities to engage in activities that resemble scientific practice. Overall, results of the students' surveys and teacher feedback suggest that there are multiple benefits to using this suite of technologies for teaching and for learning.