el 16(11): e2

Research Article

Using Augmented Reality to engage STEM students with an authentic curriculum

Download320 downloads
  • @ARTICLE{10.4108/eai.15-6-2016.151447,
        author={M. Hobbs and D. Holley},
        title={Using Augmented Reality to engage STEM students with an authentic curriculum},
        journal={EAI Endorsed Transactions on e-Learning},
        volume={3},
        number={11},
        publisher={EAI},
        journal_a={EL},
        year={2016},
        month={6},
        keywords={STEM, PDP, Academic skills, Student engagement, Augmented Reality, BYOD},
        doi={10.4108/eai.15-6-2016.151447}
    }
    
  • M. Hobbs
    D. Holley
    Year: 2016
    Using Augmented Reality to engage STEM students with an authentic curriculum
    EL
    EAI
    DOI: 10.4108/eai.15-6-2016.151447
M. Hobbs1,*, D. Holley2
  • 1: Anglia Ruskin University, Department of Computing and Technology, Cambridge, CB1 1PT
  • 2: Bournemouth University, Centre of Excellence for Learning, Talbot Campus, Poole, Dorset, BH12 5BB
*Contact email: mike.hobbs@anglia.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 and an appreciation of groupwork tasks, enhanced student engagement and a greater awareness of the value of transferable skills.