From Users to Creators: Motivations, Implementation, and Impacts of Augmented and Virtual Reality in Science and Engineering Projects in K-12 Education
DOI:
https://doi.org/10.56198/Keywords:
Virtual reality, Augmented reality, Authoring tool, k-12 education, STEMAbstract
Current research on immersive technologies has widely described their application in K-12 settings, with evidence of their goals, approaches, and potential to enhance learning. However, there is a dearth of studies describing those technologies being used as authoring tools by students. This paper investigates how K-12 students apply virtual and augmented reality technologies as tools for designing experiments and solutions for their science and engineering projects. Study 1 analyzed 12 projects presented at a FEBRACE national science fair between 2015 and 2020 and Study 2 investigated, via an online questionnaire, the motivations and challenges from students who worked on those projects. Results include the context in which the projects were developed, motivation for using virtual and augmented reality technologies, fields in which they were applied, and types of software and hardware used. Findings inform how future research can build on those experiences to integrate immersive technologies in K-12 education.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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