Journal of Advances in Education Research

Download PDF (6373.1 KB) PP. 40 - 51 Pub. Date: May 6, 2019

DOI: 10.22606/jaer.2019.42002

• Tahar Messadi^*
  School of Architecture, University of Arkansas, Fayetteville, United States
• Winifred E. Newman
  Clemson University, School of Architecture, Clemson, United States
• David Fredrick
  School of Architecture, University of Arkansas, Fayetteville, United States
• Chloe Costello
  School of Architecture, University of Arkansas, Fayetteville, United States
• Keenan Cole
  School of Architecture, University of Arkansas, Fayetteville, United States

This paper presents the second phase of an NSF-sponsored research project in classroom
innovation using augmented reality (AR) to enhance STEM education developed at the University of
Arkansas. The discussion centers on the design and development of AR technology and its
application for use by engineering and architecture students in understanding complex data in
sustainability. Exposing students to advances in digital modeling, data visualization and performative
software prepares them for new pathways of decision-making in the AEC professions. Recent research
shows technology mediated learning environments (interacting with computer-based tools) enhance
learning. Augmented reality (AR) or the ability to augment the real-world environment with
computer-generated information brings a new dimension to learning and design using multiple data
streams. Our research addresses first, the opportunities and obstacles presented by AR design
development and application in the classroom, and second, the effectiveness of AR in achieving a
better understanding of sustainability as a course topic. We also assessed the role of AR in improving
learning outcomes specific to sustainability in the built environment though interdisciplinary
collaboration between students from architecture and civil and mechanical engineering.

Cyberlearning, STEM, virtual reality, sustainability

[1] N. A. Alias, J. E. Luaran, and S. A. Kalaian. Pedagogical Approaches for the 21st Century Student-Driven Learning in STEM Classrooms, pages 72–86. IGI Global, Hershey, PA, USA, 2017.

[2] P. Cartney and A. Rouse. The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education, 11(1):79–91, 2006.

[3] K. J. Crippen and P. D. Antonenko. Designing for Collaborative Problem Solving in STEM Cyberlearning, pages 89–116. Springer International Publishing, Cham, 2018.

[4] Kalaian, S. A., & Kasim, R. M. (2014). A Meta-analytic Review of Studies of the Effectiveness of Small-Group Learning Methods on Statistics Achievement. Journal of Statistics Education, 22(1). Available Online at www.amstat.org/publications/jse/v22n1/kalaian.pdf

[5] N. Rania, S. Rebora, and L. Migliorini. Team-based learning: Enhancing academic performance of psychology students. Procedia - Social and Behavioral Sciences, 174:946 – 951, 2015. International Conference on New Horizons in Education, INTE 2014, 25-27 June 2014, Paris, France.

[6] A. Repenning, A. Basawapatna, and M. Klymkowsky. Making educational games that work in the class- room: A new approach for integrating stem simulations. In 2013 IEEE International Games Innovation Conference (IGIC), pages 228–235, Sep. 2013.

[7] L. Springer, M. E. Stanne, and S. S. Donovan. Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1):21–51, 2019/03/10 1999.