Connections of Earth and Sky With Augmented Reality (CEASAR)

• In Event: Learning With Virtual and Augmented Reality: Examining the Theoretical, Technological, and Assessment Factors for Learning

Abstract

The Connections of Earth and Sky with Augmented Reality (CEASAR) project is using AR to immerse groups of learners in the 3D complex system of the motions of the Earth, moon, sun, and stars. AR facilitates face-to-face interaction so students and teachers with multiple devices can interact freely to contribute observations and measurements from unique vantages around holographic models.

Theory
We build on the characteristics of AR to develop two skills in astronomy and STEM learning in general—spatial reasoning and collaborative problem-solving.

Spatial reasoning has been shown to be essential in grasping problems of astronomy, such as the phases of the moon. Plummer, et. al, (2016) demonstrated how students’ ability to connect Earth-based to space-based frames of reference is needed to explain most observational phenomena in the solar system.

Collaboration has been posited as a principal benefit of AR (Radu, 2014), yet there is little research to guide effective AR collaborative design. We draw on research on the design of engineering tasks that have been shown to foster collaboration. Shehab, et. al. (2017) showed successful collaboration emerges from situated tasks that are amenable to multiple and creative solutions. We also build on the technical capabilities available to us. What features and tools will enhance communication between users?

Design & Implementation
The CEASAR AR platform consists of both Earth- and space-based models. The Earth-based model (geocentric) is based on the classical celestial sphere that configures to reveal either the sphere of stars on which the sun, moon, planets travel, or the “realistic” view of the sky from a particular position and time forming a personal planetarium around the heads of the users. The space-based view is the more traditional (heliocentric) view. Our environment is designed such that these models can be viewed, configured, related, captured, and discussed in a networked environment. Each user has a device on which they can share the same model from a different perspective or configure a view in a related model in pursuit of solving a problem.

We are conducting this research in community college astronomy and physics classes and have involved the classroom instructors in the creation of these open tasks that are appropriate to their curriculum. Suggested tasks are locating yourself when lost at sea, or building a (virtual) monument, such as Stonehenge, that celebrates a celestial alignment.

Collaboration is also fostered by the AR tools available to students. We have selected the Microsoft Hololens V2 as the optimal device for testing the CEASAR design given that it is head-mounted, hands-free, and able to detect gestures. Our environment is also accessible and connected to common devices such as tablets, phones, and laptops, all enabled with the same models created using the Unity development platform. Tools for collaboration include sharing gestures and attention across models, and sharing snapshots of individual perspectives.

Assessment
Numerous streams of data are generated to assess learning and collaboration. User events are logged, external video captures student action and speech, and video internal to the AR devices is recorded and analyzed.

Authors

• Nathan R Kimball, Concord Consortium

• Robb Lindgren, University of Illinois at Urbana-Champaign

• Jina Kang, Utah State University

• Emma M. Mercier, University of Illinois at Urbana-Champaign

• Brian Guerrero, University of Illinois Urbana-Champaign

• James P Planey, University of Illinois at Urbana-Champaign

• Christine Hart, Concord Consortium

• Matt Lewandowski, JAT Consulting Inc.