T185 To Boldly Go: Thoughts, Approaches, and Examples for Teaching Planetary Science and Integrating Students into the Research Process

Thursday, 29 October 2020
10:00 AM - 12:00 PM
Meeting Rooms

AUGMENTED REALITY (AR) SANDBOXES AS INTERACTIVE VISUALIZATION TOOLS FOR INVESTIGATING PLANETARY MORPHOLOGY IN THE CLASSROOM

Paper number: T185-6
Program: Technical Sessions
Time: 11:00 AM – 11:15 AM

Authors

Abstract

Planetary science is an exciting and fast-paced field that progresses in leaps and bounds as new mission results are returned. The novelty of new science and exploration provides an opportunity to engage with non-majors in large enrollment undergraduate courses. As part of experiential learning, we developed a topographic map lab exercise using an augmented reality (AR) sandbox for use in an intro-level undergraduate course. The goal was to integrate 3D visualization tools into the lab in order to create an interactive environment more conductive to teaching complex geospatial concepts. In order to assess the effectiveness of the AR sandbox as a teaching tool, we designed a knowledge survey to test students’ grasp of concepts on multiple levels of Bloom’s Taxonomy. The knowledge survey was distributed to students using a paper-based version of the topography lab as a control. Results indicated classes that used the AR sandbox achieved significant knowledge gains over paper-based maps based on proportional increases in correct responses between pre- and post-lab surveys.

Given the positive impact of the interactive, 3D visualization exercise on student learning, we suggest that the AR sandbox could be a useful tool in teaching concepts related to planetary geology. The lab that we have tested can be used as-is in planetary classes to teach topographic maps, potentially with different model topography scenes to represent more planetary features. We have also created a sample lab exercise in which students create hypotheses, model impact crater creation in the sand, and export model results in order to test their hypotheses about impactor size vs. crater morphology. Another sample activity utilizes the software’s ability to import real topographic scenes into the sandbox, for example, lunar surfaces with differing crater densities, to allow students to physically model the surface with their own hands and subsequently analyze cratering histories. Initial quantitative assessment demonstrated the AR sandbox as an effective and engaging instructional aid and the capabilities and potential applications offer promise of its use in enhancing classroom learning of new concepts in planetary science and beyond.

Geological Society of America Abstracts with Programs. Vol. 52, No. 6

doi: 10.1130/abs/2020AM-359355

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