Mixed-Methods Assessment of Scientific Practices Demonstrated During a Vision-Based Augmented Reality Game

• In Event: 75.043 - Research on Students' Motivation and Learning in Augmented Realities

Abstract

Objectives and Theoretical Framework: Research suggests that well-designed mobile AR games can effectively promote scientific practices (Asbell-Clarke et al., 2012; National Research Council, 2011). Collaborative mobile AR games show potential for supporting science learning and literacy (Squire & Jan, 2007; Squire & Klopfer, 2007). Mobile games designed with interdependent roles have shown that students engage in the process of scientific inquiry (Dunleavy, Dede, & Mitchell, 2009; Squire & Klopfer, 2007) and argumentation (Mathews, Holden, Jan, & Martin, 2008; Squire & Jan, 2007).

Methods and Data Sources: Using an embedded mixed methods design, this study investigated whether a mobile AR game with interdependent roles supported scientific practices more effectively than business-as-usual. Game players (n=59) were compared with students in a control activity (n=120). The game was played on iPads using quick-response codes located throughout the school; vision-based AR delivered game content. The control was a ‘tried and true’ experiment where students tested known powders using iodine, pH paper, vinegar, and heat. Then, they tested a mystery powder to determine its components.
Analysis/Results: First, this study employed a post-test only control group design with a quasi-experimental intervention. Using an open-ended instrument aligned to Next Generation Science Standards (NGSS), scientific practices were empirically assessed. Gamers demonstrated significantly higher scientific practices. Second, the study used a multiple case study approach comparing conversations among game teams (n=3) and control teams (n=3). Using a priori coding that aligned to NGSS, analysis revealed that gamers’ conversations had higher levels of scientific practices than control teams. Using emergent coding pertaining to teacher involvement, confusion, and off-topic conversations, further analysis revealed that game teams used teachers for support when necessary which shifted the teacher’s role away from direct instruction to a guide-on-the-side. Despite less teacher involvement, game teams were off topic less and confused less than control teams.
Conclusions and Significance: Overall, the mobile AR game not only offered a way to engage students but also enabled better learning. As this study demonstrated, game teams developed and exhibited a deeper understanding of scientific practices and needed less teacher intervention to stay on task.
References
Asbell-Clarke, J., Edwards, T., Larsen, J., Rowe, E., Sylvan, E., & Hewitt, J. (2012). Martian Boneyards: Scientific inquiry in an MMO game. International Journal of Game-Based Learning, 2(1), 52-76.
Dunleavy, M., Dede, C., & Mitchell, R. (2009) Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7–22.
Mathews, J., Holden, C., Jan, M.-F., & Martin, J. (2008). Sick at South Shore Beach: A place-based augmented reality game as a framework for building evidence-based arguments. Proceedings of 8th International Conference on Learning Sciences 3, 89-90.
National Research Council. (2011). Learning science through computer games and simulations. Washington, DC: The National Academies Press.
Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education & Technology, 16(1), 5-29.
Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413.

Author

• Denise Bressler, Stevens Institute of Technology