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NIE08: Exploring the Affordances of
Augmented Reality in the Learning of Pre-
University Chemistry
Nicholas Woong Yifei Wang
Augmented
Reality
Six Learners Curriculum Framework
Learning by Exploring Learning by Building
- Learning that results from
exploration
- Could include inferential
tasks
- Learning that results from
tasks require the learners to
build objects
- Involve the demonstration of
mathematical understandings
problem with attempting to address
intuitions is that they are - by
definition -
TACIT
“Both this tacit nature and this heterogeneity work
against the explicit recognition of the role that such
intuitions play in the curriculum design of more
formalised learning environments; yet they are of
critical importance - at the very least in terms of
shaping the pre- and misconceptions that learners
have”Lim, 2009
Participants aged 15-18
Learners Novices
1. Draw a circle
2. Move around to get a different angle
3. Draw 2 lines extending out of the circle
4. Position themselves opposite to Step 2 and
repeat Step 3
5. Repeat Step 1
Stage 0
Learning by Exploring
1. Given a 2D VSEPR
diagram
2. Looking at 2D drawing →
deduce the 3D shape of
the molecule
3. Draw their diagram using
the Google AR app
1. Given a 2D drawing of two
stereoisomers.
2. Looking at the 2D drawing → deduce
if both of the molecules are exactly
the same in shape and orientation.
3. Draw the molecules using the Google
Ar app to verify observations
Stage 1 Stage 2
Learning by Building
A Demonstration of the App
‘It is very interactive and I believe it
would help me remember these
structures easier.’
‘The Augmented Reality application allowed
me to look at the molecules at different angles,
hence knowing their exact shape better.’
Mistake: Atom that is
pointing out of the plane
was drawn perpendicularly
to one of its adjacent
molecule
Mistake: Two hydrogen
atoms were drawn on
the same plane
Accurate drawings of Trigonal Bipyramidal and
Octahedral shape of Molecules
Accurate drawings of CHFClBr enantiomers
Independent learning encouraged me
to discover the shape by myself,
which is more fun and fulfilling than
just memorising the relevant
concepts.
‘The style of the lesson forces me
to be more intuitive, and I have to
seek the answer by myself, which
enforces my learning.’
Visualisation tool for
novices and learners
to better understand
3-dimensional shapes
New pedagogical approach
- Clarifying the tacit
knowledge of novices
and learners
What have we achieved?
Memorisation Exploring Building
From a Learner’s perspective
- Processing of information
- Grasp of knowledge
- Tacit intuition
From a Teacher’s perspective
Application in other academic topics
Collaboration with AR firms to develop
targeted applications for curriculum design
Looking Forward …
Addressing the tacit intuitions of novices
and learners
Alternative pedagogical approach to
curriculum design
Conclusion
Thank you!