Assessing Learning and Identity in Augmented Reality Science Games
Matt Dunleavy, Brittney Simmons · SensePublishers eBooks · 2011
This paper describes strategies used to assess augmented reality (AR) games in K-12 environments. While AR has the potential to provide participatory, situated, and collaborative experiences that foster inquiry-based problem solving and critical thinking skills, it also presents several assessment challenges to researchers and evaluators. The scholarly strategy we are using to assess the effectiveness and impact of AR on the classroom is design-based research, which is a mixed method model. The quantitative assessment challenges relate to: 1. statistical power; 2. statistical conclusion validity due to heterogeneous samples; and 3. limited intervention exposure. The qualitative challenges relate to: 1. novelty/complexity of outdoor collaborative problem solving; and 2. observations of student interaction in a hybrid learning environment.