Abstract:
This investigation explores the effect of integrating an Augmented Reality Sandbox
(ARS) into instruction on topography in a secondary level Earth science course, where it
is used to explore the comprehension of spatial concepts by students. The conceptual
framework is defined by an examination of the development of integrated science,
technology, engineering, and mathematics (STEM) education in the American education
system, the role of engagement in the learning process, and the evolution of augmented
reality in teaching and learning. The study includes two samples of assessment score data
collected from two sections of a course varied by instructional style, and the data are
processed both as a whole and piecewise. Methods include the two-sample t-test, the Ftest
for determining equality of variances, and the two-proportion Z-test. The findings
show no difference between the mean scores of the two groups, but that students in the
class taught with an ARS integrated into their lessons demonstrated higher rates of success on three distinctly spatial questions, whereas students in the class without the
ARS showed higher rates of success on two questions that are less based in spatial
concepts and more in watershed science. Weaknesses abound in the first iteration of
action research on this topic, several of which are explained in conclusion. Future work in
several areas is identified, including additional classroom testing for validation of current
results, exploration of additional instructional settings for the ARS, and qualitative
assessment of recorded interactions of the students with the ARS.
