Developing, implementing, and testing mixed reality and high interaction media applications in schools

• Melzer, André ^[1] ; Hadley, Lia ^[1] ; Winkler, Thomas ^[1] ; Herczeg, Michael ^[1]
  1. [1] Luebeck University of Applied Sciences

     Luebeck University of Applied Sciences

     Kreisfreie Stadt Lübeck, Alemania

     
• Localización: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2005): Porto, Portugal, December 14-16, 2005 / Kinshuk Kinshuk (ed. lit.), Demetrios Sampson (ed. lit.), Pedro Isaías (ed. lit.), Luís Rodrigues (ed. lit.), Patrícia Barbosa (ed. lit.), Vol. 1, 2005 (Full Papers), ISBN 972-8924-05-4, págs. 123-130
• Idioma: inglés
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• Resumen

  • Current pedagogical approaches emphasize the procurement of media literacy in classroom learning. In this respect, mixed reality systems and high interaction media applications provide potentially exciting learning experiences for children by bridging the gap between theoretical and experiential learning in the physical world. We describe the constructive implementation of digitally augmented learning environments in elementary and secondary schools during an ongoing research and knowledge transfer project at the University of Luebeck, Germany. Three class projects are introduced that focus on storytelling within vision-based action scenarios, and mobile and ubiquitous learning, respectively. Evaluation data from different variables (e.g., motivation, achievement of learning goals, problem solving) and different target groups (e.g., students, teachers, team members) show the overall success of the projects. However, the data also indicate the complexity and difficulties of implementing digitally augmented learning in schools.