Journal of Science Education and Technology

, Volume 18, Issue 6, pp 501–517

Teaching and Learning in the Mixed-Reality Science Classroom

Authors

    • Arts, Media and Engineering ProgramArizona State University
  • David Birchfield
    • Arts, Media and Engineering ProgramArizona State University
  • Colleen Megowan-Romanowicz
    • School of Educational Innovation and Teacher PreparationArizona State University Polytechnic Campus
  • Mina C. Johnson-Glenberg
    • Department of PsychologyArizona State University
  • Aisling Kelliher
    • Arts, Media and Engineering ProgramArizona State University
  • Christopher Martinez
    • Arts, Media and Engineering ProgramArizona State University
Article

DOI: 10.1007/s10956-009-9166-2

Cite this article as:
Tolentino, L., Birchfield, D., Megowan-Romanowicz, C. et al. J Sci Educ Technol (2009) 18: 501. doi:10.1007/s10956-009-9166-2

Abstract

As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

Keywords

Inquiry learning Interactivity Digital media Mixed-reality Chemistry Titration

Supplementary material

10956_2009_9166_MOESM1_ESM.pdf (29 kb)
Supplementary material 1 (PDF 29 kb)

Copyright information

© Springer Science+Business Media, LLC 2009