Abstract
In this article, we present a formative evaluation of an ongoing NSF-sponsored research project in classroom innovation using augmented reality (AR) to enhance STEM education. Exposing students to advances in digital modeling, data visualization and performative software prepares them for new pathways for decision-making in the AEC professions. Recent research shows that Technology Mediated Learning Environments (interacting with computer-based tools) can enhance learning. Augmented Reality (AR) or the ability to augment the real-world environment with computer-generated information is bringing a new dimension to learning and designing using multiple data streams.
Highlights
Introducing new tools into a familiar environment is always a challenge
We present a formative evaluation of an ongoing NSF-sponsored research project in classroom innovation using augmented reality (AR) to enhance STEM education
The following preliminary results are based on responses from the control and experimental groups given on a pre- and post- Attitude Survey Questionnaire, Table 1
Summary
Introducing new tools into a familiar environment is always a challenge. Introducing new teaching tools involves working with two distinct groups, instructors and students. Students lack familiarity with any previous models of the teaching environment as the course and the course materials are assumed new. General learning theory assumes the critical issue for learners is that they actively seek to integrate new knowledge with knowledge already in their cognitive structures (Novak, 2015). Introducing the additional complexity of cyberlearning tools including augmented, mixed and virtual reality or any digital device creating an immersive virtual experience is challenging for both students and teachers. Recent research indicates that Technology Mediated Learning Environments
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