Beyond Books, Names, and Dates: Using Mobile Augmented Reality and Prompts to Foster Historical Reasoning

• In Event: Poster Session 19
  In Poster Session: Poster Session: Research on Mobile Learning

Abstract

Despite the relative popularity of history amongst mobile AR apps, there is a lack of theory-driven empirical research and instructional design. This study contributes to addressing this gap by examining the ability of an app and accompanying tour guide protocol to foster historical reasoning. Preliminary qualitative analyses revealed 173 instances of historical reasoning from 16 of 46 (collected) participants’ transcripts (23,530 words). Of the 173 instances of historical reasoning, 17 (10%) involved the learner posing historical questions, 88 (51%) involved the learner engaging in contextualization, and 68 (39%) involved the learner using argumentation. Protocol assignment was significantly associated with the quantity of historical reasoning learners engaged in where learners assigned to the EPF protocol engaged in more historical reasoning.

Authors

• Jason Matthew Harley, University of Alberta

• Chayse Haldane, University of Alberta

• Brea McLaughlin, University of Alberta

• Eric G. Poitras, University of Utah

• Susanne P. Lajoie, McGill University

• Tara Tressel, McGill University

• Laura Pipe, McGill University

• Tianshu Li, McGill University

• Andrea Whittaker, University of Alberta