AUGMENTED REALITY IN THE SCIENCE MUSEUM: LESSONS LEARNED IN SCAFFOLDING FOR CONCEPTUAL AND COGNITIVE LEARNING

Susan A. Yoon · Karen Elinich · Joyce Wang · Jacqueline G. Van Schooneveld

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Museums and Cultural Heritage Science Education and Pedagogy Augmented Reality Applications

Abstract

This research follows on previous studies that investigated how digitally augmented devices and knowledge scaffolds enhance learning in a science museum. We investigated what combination of scaffolds could be used in conjunction with the unique characteristics of informal participation to increase conceptual and cognitive outcomes. 307 students from nine middle schools participated in the study. Six scaffolds were used in varying combinations. The first was the digital augmentation. The next five were adaptations of knowledge-building scaffolds. Results demonstrated greater cognitive abilities in terms of theorizing can be obtained with particular combinations of scaffolds, however, there appears to be a trade-off in what students can learn conceptually in informal environments in which learning takes place in short episodes.

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References

2000Learning from Museums: Visitor Experiences and the Making of Meaning 2009Learning science in informal environments : people, places, and pursuits 2004A Scaffolding Design Framework for Software to Support Science Inquiry 2002Collective cognitive responsibility for the advancement of knowledge 2016The Museum Experience 2003Liberal education in a knowledge society 2012Learning science through computer games and simulations 2012Using augmented reality and knowledge-building scaffolds to improve learning in a science museum

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2014Augmented Reality and Learning in Science Museums 2024How Do Students Respond to the Intended Affordance of Augmented Reality Dinosaur Exhibits in a Science Museum?

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