View in EDS PDF Full Text

Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.

Saved in:
Bibliographic Details
Title: Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.
Authors: Yoon, Susan1 yoonsa@gse.upenn.edu, Elinich, Karen2 kelinich@fi.edu, Wang, Joyce1 joyce.s.wang@gmail.com, Steinmeier, Christopher1 cst@dolphin.upenn.edu, Tucker, Sean1 tuckers@mail.med.upenn.edu
Source: International Journal of Computer-Supported Collaborative Learning. Dec2012, Vol. 7 Issue 4, p519-541. 23p.
Subject Terms: *Science museums & education, *Science education, *Cognition, Augmented reality, Digital technology
Abstract: Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used in these informal environments can enhance learning. Through a quasi-experimental design, this study compared four conditions for learning science in a science museum using augmented reality and knowledge-building scaffolds known to be successful in formal classrooms. Results indicated that students demonstrated greater cognitive gains when scaffolds were used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 83586817
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yoon%2C+Susan%22">Yoon, Susan</searchLink><relatesTo>1</relatesTo><i> yoonsa@gse.upenn.edu</i><br /><searchLink fieldCode="AR" term="%22Elinich%2C+Karen%22">Elinich, Karen</searchLink><relatesTo>2</relatesTo><i> kelinich@fi.edu</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Joyce%22">Wang, Joyce</searchLink><relatesTo>1</relatesTo><i> joyce.s.wang@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Steinmeier%2C+Christopher%22">Steinmeier, Christopher</searchLink><relatesTo>1</relatesTo><i> cst@dolphin.upenn.edu</i><br /><searchLink fieldCode="AR" term="%22Tucker%2C+Sean%22">Tucker, Sean</searchLink><relatesTo>1</relatesTo><i> tuckers@mail.med.upenn.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Computer-Supported+Collaborative+Learning%22">International Journal of Computer-Supported Collaborative Learning</searchLink>. Dec2012, Vol. 7 Issue 4, p519-541. 23p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Science+museums+%26+education%22">Science museums & education</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Augmented+reality%22">Augmented reality</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although learning science in informal non-school environments has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved conceptual knowledge and cognitive skills. Furthermore, little is known about how digital technologies that are increasingly being used in these informal environments can enhance learning. Through a quasi-experimental design, this study compared four conditions for learning science in a science museum using augmented reality and knowledge-building scaffolds known to be successful in formal classrooms. Results indicated that students demonstrated greater cognitive gains when scaffolds were used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Computer-Supported Collaborative Learning is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=83586817
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11412-012-9156-x
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 519
    Subjects:
      – SubjectFull: Science museums & education
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Cognition
        Type: general
      – SubjectFull: Augmented reality
        Type: general
      – SubjectFull: Digital technology
        Type: general
    Titles:
      – TitleFull: Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yoon, Susan
      – PersonEntity:
          Name:
            NameFull: Elinich, Karen
      – PersonEntity:
          Name:
            NameFull: Wang, Joyce
      – PersonEntity:
          Name:
            NameFull: Steinmeier, Christopher
      – PersonEntity:
          Name:
            NameFull: Tucker, Sean
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2012
              Type: published
              Y: 2012
          Identifiers:
            – Type: issn-print
              Value: 15561607
          Numbering:
            – Type: volume
              Value: 7
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: International Journal of Computer-Supported Collaborative Learning
              Type: main
ResultId 1