Role of Virtual Reality in Geography and Science Fieldwork Education

Fieldwork has a long tradition in geography, and in certain sciences, notably geology, biology and environmental sciences. Fieldwork involves leaving the classroom and engaging in learning and teaching through first-hand experience of phenomena in outdoor settings. Exploration in natural habitats introduces students to the complexity and unpredictability of the real world, stimulates their curiosity, and increases their interest in scientific inquiry. However, over the last decade, there has been a decline in field-study opportunities in schools. This policy paper describes the first extensive user-centered research programme into the role of technology-enabled virtual field trips as a means for improving the effectiveness of the outdoor fieldwork experience. It draws on a year-long research project that investigated how Google Expeditions, a smartphone-driven mobile virtual reality application, bridges virtual fieldwork with physical field trips and facilitates inquiry-based fieldwork and experiential learning. It examines the role of Google Expeditions in primary and secondary school science and geography, outlining the opportunities and challenges of integrating mobile virtual reality in schools and the practical implications of our research for fieldwork education in further and higher education

Advanced Cyberinfrastructure for Science, Engineering, and Public Policy

Progress in many domains increasingly benefits from our ability to view the systems through a computational lens, i.e., using computational abstractions of the domains; and our ability to acquire, share, integrate, and analyze disparate types of data. These advances would not be possible without the advanced data and computational cyberinfrastructure and tools for data capture, integration, analysis, modeling, and simulation. However, despite, and perhaps because of, advances in "big data" technologies for data acquisition, management and analytics, the other largely manual, and labor-intensive aspects of the decision making process, e.g., formulating questions, designing studies, organizing, curating, connecting, correlating and integrating crossdomain data, drawing inferences and interpreting results, have become the rate-limiting steps to progress. Advancing the capability and capacity for evidence-based improvements in science, engineering, and public policy requires support for (1) computational abstractions of the relevant domains coupled with computational methods and tools for their analysis, synthesis, simulation, visualization, sharing, and integration; (2) cognitive tools that leverage and extend the reach of human intellect, and partner with humans on all aspects of the activity; (3) nimble and trustworthy data cyber-infrastructures that connect, manage a variety of instruments, multiple interrelated data types and associated metadata, data representations, processes, protocols and workflows; and enforce applicable security and data access and use policies; and (4) organizational and social structures and processes for collaborative and coordinated activity across disciplinary and institutional boundaries.Comment: A Computing Community Consortium (CCC) white paper, 9 pages. arXiv admin note: text overlap with arXiv:1604.0200

One-dimensional collision carts computer model and its design ideas for productive experiential learning

We develop an Easy Java Simulation (EJS) model for students to experience the physics of idealized one-dimensional collision carts. The physics model is described and simulated by both continuous dynamics and discrete transition during collision. In the field of designing computer simulations, we discuss briefly three pedagogical considerations such as 1) consistent simulation world view with pen paper representation, 2) data table, scientific graphs and symbolic mathematical representations for ease of data collection and multiple representational visualizations and 3) game for simple concept testing that can further support learning. We also suggest using physical world setup to be augmented complimentary with simulation while highlighting three advantages of real collision carts equipment like tacit 3D experience, random errors in measurement and conceptual significance of conservation of momentum applied to just before and after collision. General feedback from the students has been relatively positive, and we hope teachers will find the simulation useful in their own classes. 2015 Resources added: http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/46-one-dimension-collision-js-model http://iwant2study.org/ospsg/index.php/interactive-resources/physics/02-newtonian-mechanics/02-dynamics/195-elastic-collisionComment: 6 pages, 8 figures, 1 table, 1 L. K. Wee, Physics Education 47 (3), 301 (2012); ISSN 0031-912

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio