Holley, D., Hobbs, M. and Menown, C, 2016. The Augmented Library: Motivating STEM Students. Networks, 19, 77 - 84.
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Networks 19 - March 2016 - 10.pdf - Published Version
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Official URL: http://www.lta.anglia.ac.uk/networkIssues.php?issu...
Review of first-year Computing and Gaming Technology students undertaking Personal Development Planning as part of a key year one module showed a lack of engagement (and submission of work). Research shows STEM students traditionally spend little time in formal library settings, and thus lack knowledge of the process of research. This work is focused on encouraging students’ transition from their online ‘persona’ in multiple contexts to ‘becoming’ a student. Taking a radically different approach to the sessions, the students, in small groups, were tasked with cocreating library artefacts through the medium of Augmented Reality. Weekly classes were ‘flipped’ and used for feedback, discussion, and exposure to research in action, where they became part of, and embodied within the research process. Our findings show significant and enhanced engagement with the learning process, and higher coursework submission rates.
|Uncontrolled Keywords:||Augmented reality ; PDP ; STEM ; Flipped Classroom|
|Group:||University Executive Team|
|Deposited By:||Unnamed user with email symplectic@symplectic|
|Deposited On:||04 May 2016 12:02|
|Last Modified:||04 May 2016 12:02|
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