Augmented Reality and Knowledge Building: To What Extent Can They Enhance Learning in a Science Museum?

• In Event: Out-of-School Contexts

Abstract

This research follows on a previous study that investigated how digitally augmented devices and knowledge building activities enhance learning in a science museum. We investigated what combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. 307 students from nine middle schools participated in the study. Six scaffolds were used in varying combinations. The first was the digital augmentation. The next five were adaptations of knowledge-building scaffolds such as “Our theory is”. Results demonstrated greater higher-order reasoning can be obtained with knowledge building scaffolds, however, there may be a trade-off in what students can learn conceptually in informal environments in which learning takes place in short episodes.

Authors

• Susan A. Yoon, University of Pennsylvania

• Karen J. Elinich, The Franklin Institute

• Joyce Wang, University of Pennsylvania

• Jacqueline Gayle Van Schooneveld, University of Pennsylvania