Augmented Reality With Mobile Technologies: Can It Lead to Learning and Engagement With Historical Settings?

• In Event: 60.085 - Poster Session 11
  In Poster Session: 60.085-3 - Learning Environments: Social, Mobile, and Active

Abstract

This study examined learners’ interactions, attention, and engagement using a mobile augmented reality (AR) environment that aims to foster active learning through historical reasoning and engagement during a virtual guided tour. Our results indicated that most learners were able to identify historical differences between a historical and contemporary location, though the guide’s scaffolding proved particularly helpful for identifying finer grained differences. Our eye tracking results indicated that learners were engaging in a considerable amount of coordination between information sources (a self-regulated learning strategy) by switching their gaze between different relevant sources of information (average: twenty times per minute). Learners reported enjoying the learning session. Taken together, these results suggest that a virtual guided tour can effectively support history learning.

Authors

• Jason Matthew Harley, University of Alberta

• Eric G. Poitras, University of Utah

• Amanda Jarrell, McGill University

• Susanne P. Lajoie, McGill University

• Melissa Duffy, McGill University

• Dana Cataldo, McGill University

• Kevin Kee, Brock University