Investigating Situated Learning Theory through an Augmented Reality Mobile Assistant for Everyday STEM Learning

被引：0

作者：

Kulkarni, Abhishek ^{[1
]}

Albright, Cecelia ^{[1
]}

Kamble, Pratik ^{[1
]}

Chu, Sharon Lynn ^{[1
]}

机构：

[1] Univ Florida, Embodied Learning & Experience Lab, Gainesville, FL 32611 USA

来源：

2024 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES ABSTRACTS AND WORKSHOPS, VRW 2024 | 2024年

基金：

美国国家科学基金会;

关键词：

Human-Computer Interaction; Interaction Paradigms; Augmented Reality; Education; STEM Learning; Situated Learning Theory;

D O I：

10.1109/VRW62533.2024.00274

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

Situated learning theory (SLT) suggests learning should take place within authentic contexts to be effective. Research in virtual and augmented reality (AR) tend to use SLT to ground their work. Yet, the effectiveness of SLT to ground designs is still questionable. This work investigates situated learning through an AR mobile application called Objectica that seeks to teach STEM (Science, Technology, Engineering, Mathematics) concepts using authentic everyday objects. A between-subjects study compared Objectica with a version not grounded in SLT. Initial results show no significant differences in the effectiveness of the two versions, questioning impact of SLT in educational app design.

引用

页码：955 / 956

页数：2

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