Work-in-Progress—Building WaterWays: Investigating AR for Environmental Education
DOI:
https://doi.org/10.56198/ppxn8w56Keywords:
augmented reality, elementary school, STEMAbstract
This work-in-progress paper describes WaterWays, which combines an augmented reality (AR) application with an individualized website to teach 3rd–5th graders about human impacts on water biomes, with the belief that taking on the role of scientists will help increase students' interest in science and self-perception as scientists. We describe students' responses in four user tests, and report survey responses for one remote classroom implementation of WaterWays, as well as two teacher interviews. Responses show some changes in students' attitudes to science and content knowledge, with potential for changes in civic responsibility. Comments reveal the augmented reality features increased students' knowledge and interest in sharks and science. Teachers desired tools that integrate scientific practices with skills like writing and emphasized the importance of getting students excited about science.
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