Studienlandschaft Schwingbachtal: an out-door full-scale learning tool newly equipped with augmented reality

This paper addresses education and communication in hydrology and geosciences. Many approaches can be used, such as the well-known seminars, modelling exercises and practical field work but out-door learning in our discipline is a must, and this paper focuses on the recent development of a new out-door learning tool at the landscape scale. To facilitate improved teaching and hands-on experience, we designed the Studienlandschaft Schwingbachtal. Equipped with field instrumentation, education trails, and geocache, we now implemented an augmented reality App, adding virtual teaching objects on the real landscape. The App development is detailed, to serve as methodology for people wishing to implement such a tool. The resulting application, namely the Schwingbachtal App, is described as an example. We conclude that such an App is useful for communication and education purposes, making learning pleasant, and offering personalized options

An infra-red finger tracking system used in the assessment and remediation of “graph-as-picture” misconceptions

The workshop presentation will describe a specialized ap- plication of Lee’s “Wiimote Whiteboard” [7] an infra-red camera based tracking system which uses the Nintendo Wii wireless remote control unit and Bluetooth. Young students wear a very small infra-red LED on their index finger with a forefinger/thumb operated micro-switch for produ- cing “mouse clicks”. This system is combined with a vertically mounted data projector or a horizontally mounted regular computer LCD display, creating a cost-effective large interactive touch surface. The system has a fast response time and has been used with primary school students in diagrammatic knowledge (graphicacy) assessment [4] and in interactive dynalinked diagrammatic applications [5]. These applications were de- signed to investigate the “graph-as-picture” misconception and they will be described and demonstrated at the workshop

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Designing Engaging Learning Experiences in Programming

In this paper we describe work to investigate the creation of engaging programming learning experiences. Background research informed the design of four fieldwork studies to explore how programming tasks could be framed to motivate learners. Our empirical findings from these four field studies are summarized here, with a particular focus upon one – Whack a Mole – which compared the use of a physical interface with the use of a screen-based equivalent interface to obtain insights into what made for an engaging learning experience. Emotions reported by two sets of participant undergraduate students were analyzed, identifying the links between the emotions experienced during programming and their origin. Evidence was collected of the very positive emotions experienced by learners programming with a physical interface (Arduino) in comparison with a similar program developed using a screen-based equivalent interface. A follow-up study provided further evidence of the motivation of personalized design of programming tangible physical artefacts. Collating all the evidence led to the design of a set of ‘Learning Dimensions’ which may provide educators with insights to support key design decisions for the creation of engaging programming learning experiences

A Teacher in the Living Room? Educational Media for Babies, Toddlers, and Preschoolers

Examines available research, and arguments by proponents and critics, of electronic educational media use by young children. Examines educational claims in marketing and provides recommendations for developing research and product standards