James Mathews, University of Wisconsin, USA
Abstract:Recent research on Augmented Reality (AR) gaming suggests that place-based AR games embedded in larger curricular units provide contexts, experiences and scaffolding that help develops students’ understanding of domain specific language in science. Using a socio-cultural view of learning, this project explores the potential of one specific place-based AR gaming unit, Sick at South Shore Beach, to develop students’ academic language related to environmental science and scientific argumentation. It examines specific game design features aimed at facilitating scientific language development and discusses how lessons learned during classroom implementations will be used to inform future AR designs.
Open source participatory curriculum- teachers as co-designers
Experiential Learning
Situated/ Real world text- road signs
Observation+ shared experiences
Multi-modal representations +literacies
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