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

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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.

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Notes

  1. In the written discourse account, gestures and descriptions of on-going dynamics are encased in double parentheses, e.g., (()), direct utterances are written in normal text, instances where utterances are overlapping are encased in square brackets, e.g., [ ], and time elapses are marked in single parenthesis with the number of seconds that have gone by, e.g., (5).

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Authors and Affiliations

  1. Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA, 19104, USA

    Susan A. Yoon, Joyce Wang, Christopher Steinmeier & Sean Tucker

  2. Franklin Institute Science Museum, 222 North 20th Street, Philadelphia, PA, 19103, USA

    Karen Elinich

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  1. Susan A. Yoon
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  2. Karen Elinich
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  3. Joyce Wang
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  4. Christopher Steinmeier
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  5. Sean Tucker
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Correspondence to Susan A. Yoon.

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Yoon, S.A., Elinich, K., Wang, J. et al. Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. Computer Supported Learning 7, 519–541 (2012). https://doi.org/10.1007/s11412-012-9156-x

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  • DOI: https://doi.org/10.1007/s11412-012-9156-x

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