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首页> 外文期刊>Journal of Geoscience Education >Instructor-Led Approach to Integrating an Augmented Reality Sandbox into a Large-Enrollment Introductory Geoscience Course for Nonmajors Produces No Gains
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Instructor-Led Approach to Integrating an Augmented Reality Sandbox into a Large-Enrollment Introductory Geoscience Course for Nonmajors Produces No Gains

机译：讲师 - LED方法将增强现实沙箱整合到一个大型入学介绍性地质科学课程，为非阵线生产没有收益

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The augmented reality (AR) sandbox bridges the gap between two-dimensional (2D) and three-dimensional (3D) visualization by projecting a digital topographic map onto a sandbox landscape. As the landscape is altered, the map dynamically adjusts, providing an opportunity to discover how to read topographic maps. We tested the hypothesis that the AR sandbox is a more effective tool for teaching topographic maps than the traditional, paper-based approach alone. Students enrolled in an introductoiy geology course were randomly divided into two groups. The control group (N = 82) completed the paper-based topographic maps laboratory course. The experimental group (N = 94) completed the same laboratory course but also used the AR sandbox. Students spent 15-20 min working on an instructor-guided exercise to explore concepts such as contours, landforms, profiles, and gradients. The following week, all students took a topographic maps assessment. As in previous studies, these data suggest that male students, those with prior map-reading experience, and those students with higher 3D visualization skills tended to score better on the assessment. Unfortunately/ we identified no significant gains in the experimental group over the control group, even when the results were subdivided by gender, prior map experience, and/or spatial visualization skill. These results suggest a short instructor-guided approach is not the most effective way to use the AR sandbox. Future research should focus on determining the amount of time needed to make the AR sandbox effective and/or the efficacy of using the AR sandbox multiple times during the semester for shorter periods of time.
机译：通过将数字地形图投影到沙盒景观上，增强现实（AR）沙箱桥接二维（2D）和三维（3D）可视化之间的间隙。随着景观改变，地图动态调整，提供了发现如何读取地形图的机会。我们测试了AR沙箱是一个比单独的传统纸张的方式更有效地教学地图的工具。注册入门地质课程的学生随机分为两组。对照组（n = 82）完成了基于纸张的地形图实验室课程。实验组（n = 94）完成了相同的实验室课程，但也使用了AR沙箱。学生花了15-20分钟的讲师，探索轮廓，地形，型材和梯度等概念。接下来的一周，所有学生都采用了地形图评估。与以前的研究一样，这些数据表明，男学生，那些具有先前地图阅读体验的人，以及那些具有更高3D可视化技能的学生对评估进行更好地得分。不幸的是/我们在对照组上鉴定了实验组中的显着提高，即使结果由性别，先前地图经验和/或空间可视化技能细分。这些结果表明，短的讲师引导方法不是使用AR沙箱的最有效的方法。未来的研究应该专注于确定使AR沙箱的有效和/或在学期期间多次使用AR沙箱的功效以更短时间的时间。

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