Representations of Novice Conceptions with Learner-Generated Augmentation: A Framework for Curriculum Design with Augmented Reality

Authors

  • Kenneth Y T Lim National Institute of Education http://orcid.org/0000-0003-3756-6625
  • Kelvin H.-C. Chen National Pingtung University
  • Sheau-Wen Lin National Pingtung University
  • Jong-Chin Huang National Pingtung University
  • Kristal S-E Ng Nanyang Technological University
  • Joel J L Ng
  • Yifei Wang
  • Nicholas Woong

DOI:

https://doi.org/10.4101/jvwr.v11i3.7327

Keywords:

augmented reality, curriculum design, cognition

Abstract

This paper describes how learner-constructed Augmented Reality was used in an intervention among science undergraduates in Taiwan, to help their course instructor have a clearer understanding of how novices in chemistry approach and seek to make sense of key concepts in this discipline.

The intervention was carried out in the latter half of 2018 using a freely-available app which could be downloaded to any smartphone or tablet which supports Augmented Reality. The undergraduates were introduced to the app and used its affordances as part of their course activities in chemistry.

We have termed the pedagogical approach described in this paper as Learner-Generated Augmentation. The intervention and pedagogical approach reported in this paper has potential implications on the design and adoption of subsequent applications of Augmented Reality in contexts of learning; this is because

Author Biographies

  • Kenneth Y T Lim, National Institute of Education
    Office of Education Research, Research Scientist
  • Kelvin H.-C. Chen, National Pingtung University
    Department of Chemistry
  • Sheau-Wen Lin, National Pingtung University
    Office of the Vice-President, Academic Vice-President

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Published

2018-12-28

Issue

Vol. 11 No. 3 (2018): Pedagogy - Taking Stock and Looking Forward (Part 1)

Section

Peer Reviewed Research Papers

License

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