• Augmented Reality Technology Used To Enhance Informal Science Learning

      Veronesi, Peter; Reidy, Erin; State University of New York College at Brockport (2018-05-11)
      With science advancements ever-changing and an increased use of multimedia to display information to the public, science literacy and critical thinking skills are important for the public to keep up to date. Students will need to know how to interpret science information they are faced with throughout their lives to make decisions and critique scientific arguments (Squire & Mingfong, 2007). Science education reform is becoming more focused on incorporating science practices with the use of tools and processes to enhance learning. An authentic learning experience can be described as experiencing real problems and consequences in context (Rosenbaum et al., 2007). Augmented reality technology can be used to create authentic learning experiences as it allows for many unique affordances in the field such as place based learning context, personal embodiment of a role, and solving a problem modeling real life science research.This paper will examine augmented reality technology in science education and the pedagogical support behind this technique. The project is comprised of a literature review discussing the benefits and support for augmented reality games used in science education followed by the descriptions of six different augmented reality science games that were created using the online platform “Taleblazer”.
    • Gamification Through Algebraic Coding

      Wade, Carol H.; Serpe, Rachel L. (2017-01-10)
      From an urban high school in upstate New York, gamification was introduced through coding to teach an Algebra I unit. The Value Instrumentality Expectancy (VIE) Theory was used to measure motivation to determine if learning coding by gamifying a unit and applying it in the computer lab motivated students to learn Algebra I content. There was a significant increase in each motivational construct. This implies that if teachers dedicate themselves to learn coding and the pedagogical knowledge needed to teach a gamified unit, then there can be an increase in motivation to learn Algebra I content.