CESAR
Optimizing the Interplay Between Conceptual Knowledge and Experimental Skills by Using Augmented Reality for Learning with Multiple External Representations (MER) in Experimentation
- Investigators @RILL
-
Prof. Dr. Sarah Hofer
Zoya Kozlova - Duration
- October 2023 until September 2026
- Funding
- DFG and SNF
Informations
We aim to exploit the potential of Augmented Reality (AR) to successfully create an optimised learning environment that combines MER and guided experimentation.
The four studies investigate which AR-supported external representations are best suited to facilitate learning. We also examine how the MER interact with various degrees of guidance during experimentation.
- Study 1 investigates which MERs best support conceptual knowledge during experimentation with high levels of guidance when it comes to identifying the direction of the Lorentz force.
- Studies 2.1. and 2.2. focus on the comprehension of the magnitude of the Lorentz force. Study 2.1 varies the type of MER, and Study 2.2 examines how the combinations of AR-induced representations found to be best interact with the amount of experimental guidance.
- Study 3 will apply the findings from the first three laboratory studies to the classroom to test the best combination of conditions in a field study
We expect to gain insights into how AR technology can create new learning environments in science education or enhance the existing ones.
Küchemann, S., Malone, S., Edelsbrunner, P., Lichtenberger, A., Stern, E., Schumacher, R., ... & Kuhn, J. (2021). Inventory for the assessment of representational competence of vector fields. Physical Review Physics Education Research, 17(2), 020126.
Edelsbrunner, P. A., Malone, S., Hofer, S. I., Küchemann, S., Kuhn, J., Schmid, R., ... & Lichtenberger, A. (2023). The relation of representational competence and conceptual knowledge in female and male undergraduates. International Journal of STEM Education, 10(1), 1-19.
Edelsbrunner, P. A., & Hofer, S. I. (2023, April). Unraveling the relation between representational competence and conceptual knowledge across four samples from two different countries. In Frontiers in Education (Vol. 8, p. 1046492). Frontiers.
