E-Learning, E-Education, and Online Training. Second International Conference, eLEOT 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers

Research Article

Using Augmented Reality to Engage STEM Students with an Authentic Curriculum

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  • @INPROCEEDINGS{10.1007/978-3-319-28883-3_14,
        author={Mike Hobbs and Debbie Holley},
        title={Using Augmented Reality to Engage STEM Students with an Authentic Curriculum},
        proceedings={E-Learning, E-Education, and Online Training. Second International Conference, eLEOT 2015, Novedrate, Italy, September 16-18, 2015, Revised Selected Papers},
        proceedings_a={ELEOT},
        year={2016},
        month={1},
        keywords={STEM Professional development Academic skills Student engagement Augmented reality BYOD},
        doi={10.1007/978-3-319-28883-3_14}
    }
    
  • Mike Hobbs
    Debbie Holley
    Year: 2016
    Using Augmented Reality to Engage STEM Students with an Authentic Curriculum
    ELEOT
    Springer
    DOI: 10.1007/978-3-319-28883-3_14
Mike Hobbs1,*, Debbie Holley2,*
  • 1: Anglia Ruskin University
  • 2: Bournemouth University
*Contact email: mike.hobbs@anglia.ac.uk, dholley@bournemouth.ac.uk

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.