T155 Beyond the Road-Cut: Virtual, Local, and Nontraditional “Field” Teaching and Learning Experiences

Monday, 23 September 2019
1:30 PM - 5:30 PM
Room 106BC, West Building

AUGMENTED REALITY SANDBOX (ARS) ACTIVITIES AND ARS-INSPIRED ACTIVITIES PREPARE STUDENTS FOR TOPOGRAPHIC-MAP-RELATED TASKS ON FIELD TRIPS

Paper number: T155-13
Program: Technical Sessions
Time: 4:30 PM – 4:45 PM

Authors

Abstract

Geoscience curricula often include field trips, which require application of topographic map reading and interpretation skills. In one geoscience program, introductory-lab course students explicitly learn about topographic maps via only one lab-manual activity 4-6 weeks before their first of five field trips. In this context, we developed and evaluated two types of activities (2D and ARS) aimed at providing additional instruction on topographic maps.

The control group (n=19) completed the traditional topographic-map lab-manual activity and pre-trip activities. The 2D group (n=14) completed a modified topographic-map lab-manual activity and five pre-trip activities focused on topographic features related to each upcoming field trip. The ARS group (n=52) completed a modified topographic-map lab-manual activity and five pre-trip activities similar to the 2D group but also using an augmented reality sandbox (ARS). The 2D and ARS groups’ activities were designed to address contour intervals, the law of Vs, topographic profiles, and self-location.

The Topographic Map Assessment (TMA) and confidence-related survey items were administered to all groups at the start and end of the same semester. Results show the 2D and ARS groups had higher normalized gains with the TMA and higher increases in confidence compared to the control group. Furthermore, the 2D group saw higher normalized gains and higher increases in confidence compared to the ARS group.

While previous studies show inconclusive results on the impact of single-session uses of the ARS, this study shows multiple-session uses of the ARS result in notable learning gains. It also shows ARS-inspired paper-and-pencil (i.e., 2D) activities, which do not require students to actually use the ARS, positively impact learning. The latter finding suggests the ARS is a useful instructional design tool for designing higher impact topographic-map paper-and-pencil activities. Overall, the 2D and ARS activities facilitated the development of students’ topographic map reading and interpretation skills, while increasing their confidence in their abilities to visualize 3D landscapes and locate themselves on a topographic map. Use of these field-focused activities is an easy-to-adapt and easy-to-implement method to help prepare students for field trip experiences.

Geological Society of America Abstracts with Programs. Vol. 51, No. 5

doi: 10.1130/abs/2019AM-340755

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