The Pedagogical Effects of Geographic Learning Using Augmented Reality Sandbox: Centering on Coastal Sedimentary Topography

doi:10.25202/JAKG.12.1.3

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2023 Vol.12, Issue 1 Preview Page Next Page

Research Article

The Pedagogical Effects of Geographic Learning Using Augmented Reality Sandbox: Centering on Coastal Sedimentary Topography 증강현실 샌드박스를 활용한 지리 학습이 개념 이해와 학습 흥미에 미치는 영향: 해안 퇴적 지형을 사례로: 김민성, 문현빈, 신용정, 박의현
Minsung Kim, Hyunbin Moon, Yongjeong Shin, Eui-hyun Park

31 March 2023. pp. 43~57

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Abstract

The purpose of this study is to examine the pedagogical effects of geomorphology education using the augmented reality sandbox. This research investigated what changes occur in participants’ interest, understanding of the contents, and open-ended descriptions related to difficulties felt in learning coastal sedimentary topography, including sand bars and lagoons, by comparing the sandbox use group and the non-use group. As a result, first, in the self-assessment of interest, only the sandbox use group showed a significant increase. The students who learned using the sandbox found the contents related to sedimentary topography interesting, wanted to learn more about them, and expressed a passion for participating in a new type of geomorphology class. Second, both groups achieved statistically significant increases in self-assessment of understanding and actual understanding test. However, the magnitude of improvement was greater in the sandbox use group, confirming the positive effects of sandbox use on the understanding. Third, in the open-ended descriptions regarding the difficulties related to coastal geomorphology learning, students who participated in the sandbox utilization class showed a more metacognitive perception of difficulties in learning by identifying in detail what they did not know about the learning content.

Keywords

Sandbox

Augmented reality

Coastal sedimentary topography

Interest

Understanding

Learning difficulties

이 연구의 목적은 증강현실 샌드박스를 활용한 지형 수업의 교육적 효과를 검증하는 것이다. 학습자들이 사주, 석호 등을 포함한 해안 퇴적 지형을 학습하였을 때, 해당 내용에 대한 흥미와 이해, 해안 지형 학습에서 느끼는 어려움에 대한 자유 기술에 어떤 변화가 발생하는지를 샌드박스 활용 집단과 미활용 집단으로 나누어 조사하였다. 연구 결과, 첫째, 흥미에 대한 자기 평가에서 샌드박스 활용 집단만이 유의미한 상승을 보였다. 샌드박스를 활용하여 학습한 학생들은 퇴적 지형과 관련된 내용을 흥미롭게 생각하고, 관련 내용을 더 배우고 싶어 했으며, 새로운 방식의 지형 수업에 참여하려는 열정을 보였다. 둘째, 이해에 대한 자기 평가와 실제 이해도 검사에서 두 집단 모두 통계적으로 유의미한 상승을 보였다. 그러나 샌드박스 활용 집단의 향상 정도가 더 크게 나타나 샌드박스 활용이 학습 내용의 이해에 미치는 긍정적인 효과를 확인할 수 있었다. 셋째, 해안 지형 학습 어려움에 대한 자유 기술에서 샌드박스 활용 수업에 참여한 학생들이 학습 내용과 관련하여 자신이 모르는 부분을 구체적으로 파악하고, 학습에서의 어려움을 좀 더 메타인지적으로 표현하는 모습을 보였다.

키워드

샌드박스

증강현실

해안 퇴적 지형

흥미

이해

학습 어려움

References

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김민성, 2020, “캐나다 온타리오주 지리교육과정의 특징과 시사점: 역량기반 관점에서의 접근,” 한국지리학회지, 9(3), 441-456.
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Axelson, R.D. and Flick, A., 2010, Defining student engagement, Change: The Magazine of Higher Learning, 43(1), 38-43.
Carbonell Carrera, C. and Bermejo Asensio, L.A., 2017, Landscape interpretation with augmented reality and maps to improve spatial orientation skill, Journal of Geography in Higher Education, 41(1), 119-133.
Downs, R., 1994, Being and becoming a geographer: An agenda for geography education, Annals of the Association of American Geographers, 84(2), 175-191.
George, R., Howitt, C., and Oakley, G., 2020, Young children’s use of an augmented reality sandbox to enhance spatial thinking, Children’s Geographies, 18(2), 209-221.
Gersmehl, P.J. and Gersmehl, C.A., 2007, Spatial thinking by young children: Neurologic evidence for early development and “educability”, Journal of Geography, 106(5), 181-191.
Giorgis, S., Mahlen, N., and Anne, K., 2017, Instructor- led approach to integrating an augmented reality sandbox into a large-enrollment introductory geoscience course for nonmajors produces no gains, Journal of Geoscience Education, 65(3), 283-291.
Harmon, B.A., Petrasova, A., Petras, V., Mitasova, H., and Meentemeyer, R., 2018, Tangible topographic modeling for landscape architects, International Journal of Architectural Computing, 16(1), 4-21.
Hod, Y. and Twersky, D., 2020, Distributed spatial sensemaking on the augmented reality sandbox, International Journal of Computer-Supported Collaborative Learning, 15(1), 115-141.
Jackson, D., Kaveh, H., Victoria, J., Walker, A., and Bursztyn, N., 2019, Integrating an augmented reality sandbox challenge activity into a large-enrollment introductory geoscience lab for nonmajors produces no learning gains, Journal of Geoscience Education, 67(3), 237-248.
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Petrasova, A., Harmon, B., Petras, V., Tabrizian, P., and Mitasova, H., 2018, Tangible Modeling with Open Source GIS, 2nd ed., New York: Springer International Publishing.
Richardson, R., Sammons, D., and Delparte, D., 2018, Augmented affordances support learning: Comparing the instructional effects of the augmented reality sandbox and conventional maps to teach topographic map skills, Journal of Interactive Learning Research, 29(2), 231-248.
Ryker, K., McNeal, K., Atkins, R., LaDue, N., and Clark, C., 2016, Facilitating spatial thinking with augmented reality sandboxes, The Trenches, 6(4), 1-4.
Sanchez, C.A. and Wiley, J., 2014, The role of dynamic spatial ability in geoscience text comprehension, Learning and Instruction, 31, 33-45.
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Soltis, N.A., McNeal, K.S., Atkins, R.M., and Maudlin, L.C., 2020, A novel approach to measuring student engagement while using an augmented reality sandbox, Journal of Geography in Higher Education, 44(4), 512-531.
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Vaughan, K.L., Vaughan, R.E., and Seeley, J.M., 2017, Experiential learning in soil science: Use of an augmented reality sandbox, Natural Sciences Education, 46(1), 1-5.
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Woods, T.L., Reed, S., Hsi, S., Woods, J.A., and Woods, M.R., 2016, Pilot study using the augmented reality sandbox to teach topographic maps and surficial processes in introductory geology labs, Journal of Geoscience Education, 64(3), 199-214.
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Information

Publisher :The Association of Korean Geographers
Publisher(Ko) :한국지리학회
Journal Title :Journal of the Association of Korean Geographers
Journal Title(Ko) :한국지리학회지
Volume : 12
No :1
Pages :43~57
DOI :https://doi.org/10.25202/JAKG.12.1.3

[1] 구덕훈･전보애･최광희, 2022, “지형교육에 대한 중등 지리교사의 인식과 교수학습 자료의 개발 방향,” 한국사진지리학회지, 32(4), 98-115.

[2] 김민성, 2020, “캐나다 온타리오주 지리교육과정의 특징과 시사점: 역량기반 관점에서의 접근,” 한국지리학회지, 9(3), 441-456.

[3] 박새록･이정민, 2020, “국내 증강현실 활용 교육 연구 동향,” 학습자중심교과교육연구, 20(11), 1-23.

[4] 박현린･손은남, 2020, “가상현실 및 증강현실 기술을 기반으로 한 매체의 교육적 효과에 대한 국내 동향 연구,” 학습자중심교과교육연구, 20(5), 725-741.

[5] Alexander, P.A., 2004, A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process, in Dai, D. Y. and Sternberg, R. J., eds., Motivation, Emotion, and Cognition: Interpretive Perspectives on Intellectual Functioning and Development, Mahwah, NJ: Lawrence Erlbaum Associates, 273-298.

[6] Axelson, R.D. and Flick, A., 2010, Defining student engagement, Change: The Magazine of Higher Learning, 43(1), 38-43.

[7] Carbonell Carrera, C. and Bermejo Asensio, L.A., 2017, Landscape interpretation with augmented reality and maps to improve spatial orientation skill, Journal of Geography in Higher Education, 41(1), 119-133.

[8] Downs, R., 1994, Being and becoming a geographer: An agenda for geography education, Annals of the Association of American Geographers, 84(2), 175-191.

[9] George, R., Howitt, C., and Oakley, G., 2020, Young children’s use of an augmented reality sandbox to enhance spatial thinking, Children’s Geographies, 18(2), 209-221.

[10] Gersmehl, P.J. and Gersmehl, C.A., 2007, Spatial thinking by young children: Neurologic evidence for early development and “educability”, Journal of Geography, 106(5), 181-191.

[11] Giorgis, S., Mahlen, N., and Anne, K., 2017, Instructor- led approach to integrating an augmented reality sandbox into a large-enrollment introductory geoscience course for nonmajors produces no gains, Journal of Geoscience Education, 65(3), 283-291.

[12] Harmon, B.A., Petrasova, A., Petras, V., Mitasova, H., and Meentemeyer, R., 2018, Tangible topographic modeling for landscape architects, International Journal of Architectural Computing, 16(1), 4-21.

[13] Hod, Y. and Twersky, D., 2020, Distributed spatial sensemaking on the augmented reality sandbox, International Journal of Computer-Supported Collaborative Learning, 15(1), 115-141.

[14] Jackson, D., Kaveh, H., Victoria, J., Walker, A., and Bursztyn, N., 2019, Integrating an augmented reality sandbox challenge activity into a large-enrollment introductory geoscience lab for nonmajors produces no learning gains, Journal of Geoscience Education, 67(3), 237-248.

[15] Johnson, E.T. and McNeal, K.S., 2022, Student perspectives of the spatial thinking components embedded in a topographic map activity using an augmented- reality sandbox, Journal of Geoscience Education, 70(1), 13-24.

[16] Johnson, L., Adams, S., and Cummins, M., 2012, NMC Horizon Report: 2012 K–12 Edition, Austin, TX: New Media Consortium.

[17] Kastens, K.A., Manduca, C.A., Cervato, C., Frodeman, R., Goodwin, C., Liben, L.S., Mogk, D.W., Spangler, T.C., Stillings, N.A., and Titus, S., 2009, How geoscientists think and learn, Eos, Transactions American Geophysical Union, 90(31), 265-266.

[18] Masmuzidin, M.Z. and Aziz, N.A.A., 2018, The current trends of augmented reality in early childhood education, The International Journal of Multimedia & Its Applications (IJMA), 10(6), 47-58.

[19] McNeal, K.S., Ryker, K., Whitmeyer, S., Giorgis, S., Atkins, R., LaDue, N., Clark, C., Soltis, N., and Pingel, T., 2020, A multi-institutional study of inquiry- based lab activities using the augmented reality sandbox: Impacts on undergraduate student learning, Journal of Geography in Higher Education, 44(1), 85-107.

[20] National Research Council, 2006, Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum, Washington, DC: The National Academies Press.

[21] Newcombe, N.S. and Frick, A., 2010, Early education for spatial intelligence: Why, what, and how, Mind, Brain, and Education, 4(3), 102-111.

[22] Nielsen, B.L., Brandt, H., and Swensen, H., 2016, Augmented reality in science education-affordances for student learning, Nordic Studies in Science Education, 12(2), 157-174.

[23] Petrasova, A., Harmon, B., Petras, V., Tabrizian, P., and Mitasova, H., 2018, Tangible Modeling with Open Source GIS, 2nd ed., New York: Springer International Publishing.

[24] Richardson, R., Sammons, D., and Delparte, D., 2018, Augmented affordances support learning: Comparing the instructional effects of the augmented reality sandbox and conventional maps to teach topographic map skills, Journal of Interactive Learning Research, 29(2), 231-248.

[25] Ryker, K., McNeal, K., Atkins, R., LaDue, N., and Clark, C., 2016, Facilitating spatial thinking with augmented reality sandboxes, The Trenches, 6(4), 1-4.

[26] Sanchez, C.A. and Wiley, J., 2014, The role of dynamic spatial ability in geoscience text comprehension, Learning and Instruction, 31, 33-45.

[27] Sinatra, G.M., 2005, The “warming trend” in conceptual change research: The legacy of Paul R. Pintrich, Educational Psychologist, 40(2), 107-115.

[28] Soltis, N.A., McNeal, K.S., Atkins, R.M., and Maudlin, L.C., 2020, A novel approach to measuring student engagement while using an augmented reality sandbox, Journal of Geography in Higher Education, 44(4), 512-531.

[29] Uttal, D.H., Miller, D.I., and Newcombe, N.S., 2013, Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics?, Current Directions in Psychological Science, 22(5), 367-373.

[30] Vaughan, K.L., Vaughan, R.E., and Seeley, J.M., 2017, Experiential learning in soil science: Use of an augmented reality sandbox, Natural Sciences Education, 46(1), 1-5.

[31] Weiner, E., 2020, The Socrates Express: In Search of Life Lessons from Dead Philosophers, New York: Avid Reader Press(김하연 역, 2021, 소크라테스 익스프레스: 철학이 우리 인생에 스며드는 순간, 서울: 어크로스).

[32] Woods, T.L., Reed, S., Hsi, S., Woods, J.A., and Woods, M.R., 2016, Pilot study using the augmented reality sandbox to teach topographic maps and surficial processes in introductory geology labs, Journal of Geoscience Education, 64(3), 199-214.

[33] Woolfolk, A., 2013, Educational Psychology, Boston: Pearson (김아영･안도희･양명희･이미순･임성택･장형심 역, 2015, 교육심리학, 제12판, 서울: 박학사).

Journal of the Association of Korean Geographers ISSN:2287-4739(Print) 2733-8991(Online) 한국지리학회지

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