Hobbs, M. and Holley, D., 2016. Using Augmented Reality to Engage STEM Students with an Authentic Curriculum. In: e-LEOT 2015, 16 - 18 September 2015, Novodrate, Italy, pp. 110-117.
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Official URL: http://link.springer.com/chapter/10.1007/978-3-319...
This paper reports on the introduction of a set of 'Augmented Reality' (AR) tasks, offering an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Framed as a rich case study, insights are captured through student blogs, video interviews and a questionnaire. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills.
|Item Type:||Conference or Workshop Item (Paper)|
|Uncontrolled Keywords:||STEM; Professional development; Academic skills; Student engagement; Augmented reality; BYOD|
|Group:||University Executive Team|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||09 May 2016 09:17|
|Last Modified:||09 May 2016 09:17|
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