Research Article
Using Augmented Reality to Engage STEM Students with an Authentic Curriculum
@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
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.
