Teaching the relationship between topographic maps and profiles using the Augmented Reality sandbox.

Abstract

Augmented Reality (AR) tools are deemed promising for educational purposes, particularly when the tool elicits the possibility to make cognition embodied. One such tool is the AR-sandbox, which augments a dynamic topographic map onto a sandbox. The AR-sandbox might aid students in mentally picturing a three dimensional landscape from two dimensional representations. In this study, the relationship between 3D topographic maps and 2D profiles -an abstract subject which is challenging teachers and students alike- is taught using the AR-sandbox. The sample consisted of 20 randomly assigned 9th grade students from a Dutch high school. In the learning activity that was designed for this study, two students had to rebuild an environment in the AR-sandbox using topographic profiles of the environment. In this activity, the students were assigned different roles of which only one was physically engaged. The change in students’ understanding was measured and analysed and the conversations between the students were examined. An increase in the understanding of students was measured; however, this increase was not statistically significant. This increase in understanding was highest for the participants who had been physically active, suggesting embodied learning. The study revealed that the learning activity was challenging but enjoyable. The AR-sandbox was perceived as an engaging tool and might be especially effective for teaching students with low spatial ability.