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Abstract
The purpose of this research is to is to address the gap that exists in understanding how students develop intrinsic motivation when given curriculum using augmented reality. The researcher has observed an increase of intrinsic motivation in her own students through other technology use and believes that this may also be the case for augmented reality that is used in the classroom. The use of augmented reality is supported by both the constructivist theory and the cognitive theory of multimedia learning. Through three teachers’ anecdotal notes, face to face interviews with those teachers and thirty days of observation with fifty fifth grade students in the southeast United States, the researcher hopes to find positive effects of augmented reality on students’ intrinsic motivation.
Keywords: augmented reality, intrinsic motivation
Augmented Realty and Intrinsic Motivation: A Qualitative Study Proposal
Background/ Brief Review of the Literature
The idea for this study was based on the researcher’s own experience with educational technology. In her own classroom, the researcher implemented the use of social networking, or social learning, into her fifth grade classroom. As students developed their skills in social learning, the researcher also noticed that their intrinsic motivation increased. The students were more focused on their work, they became self-starters with less verbal cues from their teacher, they were more actively engaged in their learning and more effort was put forth in their work. The researcher then took her findings on augmented reality and thought that it too may produce more intrinsic motivation with other fifth graders.
More and more educators and beginning to use such immersive technologies, like augmented reality (Bonrack, 2011). Augmented reality blends computer generated images with the real world through the use of a computer’s web cam or mobile device. This process gives information through sensory and thus makes the engagement beneficial to education (Vilkoniene, 2009). Augmented reality gives students opportunities to explore that would not be possible under ordinary circumstances. The use of this tool is supported by the constructivist theory. In the theory, constructivist learning has a central focus, is interactive and student centered (Johnson, 2009).
Additionally, according to the cognitive theory of multimedia learning, people process information through two main feeds; auditory and visually (Clark & Mayer, 2011). Since augmented reality works through multiple senses then it can be concluded that students will find great benefit when learning new material or reviewing previously learned material. Through the use of multi-sensory technologies, a single sensory channel will not be overloaded.
Research has been conducted in several areas of education and augmented reality. One study consisted of students from ages nine through fifteen. Through game-based augmented reality, the researchers, Squire and Jan (2007) concluded that investigation skills in science can be developed. A second study was also conducted that utilized GPS tracking through a school to provide collaborative clues to students through a hand held gaming device. It was found that the students who were using the augmented reality learning tool were, in fact, more engaged in the curriculum than they had been before using the technology (Dunleavy, Dede & Mitchell, 2008).
Augmented reality has many uses. In the 1990’s, Boeing used a head mounted display that assisted workers in connecting the correct wires, and military helicopters were equipped with heads up displays. Though augmented reality got its start in the business world, it is now moving into the hands of students and teachers as a learning tool. This is taking the old stereotype that school cannot be fun and if you are having fun you cannot be learning (Bonk, 2009) and changing the way that people view education.
The augmented reality tools that are available are useful to all levels of education, including k-12 and higher education (Lee, 2012). Some are simply activated through the use of a marker, a printed symbol, that is recognized by a computer’s webcam (Matthews, 2010). Additionally, augmented reality is not limited to one or two subjects. It can be used in a variety of course such as biology, astronomy, language arts, history and mathematics to name a few. Augmented reality has also been made mobile and can enhance field trips through applications such as Wikitude (Raphael, 2011).
Like all technology, however, augmented reality does have limitations. There have been reports of confusion due to the complexity of some of the tasks. Students also had a hard time maintaining a line between reality and the virtual world (Dunleavy, Dede & Mitchell, 2009). Teachers also may feel and overload because of the panning it takes to implement this technology into the learning environment (Culup, Mancuso, & McWhorter, 2010). Finally, technical issues are part of the territory. Students and teachers may run into programming issues or hardware issues (VanKrevelen, 2010).
Problem Statement
With the decline of the economy, many parents are now working more hours and are not able to spend as much time with their students, therefore over the years; education has been put on a back burner. In turn, the value of education in students, not always promoted at home. One effect of this is that when students come into the classroom there is a lack of intrinsic motivation. This is evident in the number of behavioral issues that are dealt with in the general education classroom. One way that teachers can promote student motivation is connecting them to the curriculum in a way that interests them. By giving students connection to the curriculum not only does student engagement increase, but students’ intrinsic motivation also increases. Intrinsic motivation comes from within and is not driven by tangible reward.Purpose Statement
The objective of this research is to address the gap that exists in understanding how students develop intrinsic motivation when given curriculum using augmented reality. This will be addressed by answering the question, “How do teachers use augmented reality to encourage intrinsic motivation in student learning?”
This study may promote the value of raising awareness of how students may be intrinsically motivated through the use of augmented reality. There has been minimal research conducted with elementary students. This is in part due to that augmented reality is such a new technology in the field of education as a learning tool.
Additionally, there have been significant budget cut in many school systems which in turn affects the availability of such technology and workshops to teach teachers how to use the available technology (Lee, 2012). Furthermore, these budgets are reliant on the rising of standardized test scores. This can limit technology use in the classroom because so many teachers have to be more concerned with teaching the curriculum standards so that their students can successfully pass the state mandates. The findings of this study may also provide motivational indicators that will allow for more financial allocation for classroom technology, such as augmented reality.
Research Question
For this case study, I plan to use the following central question:
1. How do teachers use augmented reality to encourage intrinsic motivation in student learning?
Identification of Variables
For this study, the independent variable will be the use of augmented reality learning tools in the classroom. The dependent variables will be the motivational indicators of intrinsic motivation (i.e. self starter, gives effort, actively engaged, works well independently and shows a desire to learn).
Methodology
Research Design
A case study research design will be used to determine how use augmented reality to encourage intrinsic motivation in student learning. This method was chosen because it allows the researcher to document the use of augmented reality in daily classroom use and the effect it has on intrinsic motivation.
Participants/ Sampling
Considering that the majority of research on augmented reality in education has primarily been in post-secondary and higher education the participants will be gathered at the elementary education level. The students in the sample will be fifth graders located in the southeast United States. They will be students in general education, inclusive classrooms, where augmented reality is regularly used as a learning tool. The sample consists of a total of 50 students. Of the participants, 9 are students with disabilities, 33 are from low socioeconomic homes, 26 are white, 19 are black, 3 are Native American, and 2 are Hispanic. The sample consists of 27 boys and 23 girls. The students range in age from 10-12 and the majority of students are considered to be on grade level, but the range is from 1st to 7th grade instructional level.
Setting
The study will take place in the regular classrooms of Title 1 schools in the southeast United States. The classrooms are all inclusive, general education classrooms. The selection of the setting is based on the location of the researcher. In order to minimize travel costs and times, the schools selected fall in geographic distance to the researcher’s residences.
Instrumentation
The following will be used to answer the question, “How do teachers use augmented reality to encourage intrinsic motivation in student learning?”
1. Anecdotal records taken by classroom teachers
2. Face to face interviews with teachers
3. Observations of students in their regular classrooms
Procedures/ Data Collection
After completing and submitting an IRB packet and getting the approval, the researcher will begin the research. Six weeks prior to the study, the students will receive a letter to go home informing their parents of the study. The letter will include a brief overview of the study and will reassure parents that the privacy of their student will be given the utmost respect and that their identities will be protected. In the event that a specific child must the referred to, a fictitious name or code will be given to student that will allow them to remain anonymous throughout the study.
Prior to beginning the study, the teachers in the three classrooms will be asked to keep an anecdotal record for four school weeks. The anecdotal records should include information that is observed during times when students are using augmented reality in the curriculum. The notes should include information about the students’ habits and actions that occur as a result of using augmented reality.
After the four weeks, the researcher will meet with the classroom teacher and conduct a short interview. The interview will consist of ten questions that will give insight to the use of augmented reality in the classroom and curriculum. During the visit, the researcher will also spend ten consecutive school days observing the students in their classrooms, where they are using augmented reality learning tools.
Data Analysis
After receiving the anecdotal records, conducting the interviews and all observations the data will be reviewed and coded using the following terms and phrases that indicate intrinsic motivation:
· Independent/self starter
· Effort/drive
· Engaged/productive
· On task/focused
· Feeling/desire
· Responsible
· Concern
The presence of these phrases in the collected data will indicate the presence of intrinsic motivation from within the students.
Assumptions and Limitations
The researcher has observed the effects of other technologies in the classroom, such as social networking, on intrinsic motivation. It is easily assumed that all technologies that are used in the classroom will produce the same result. The researcher hopes that this is the case because students need to be able to be successful without monetary or tangible reward.
The sample for this study is limited geographically as all students in the study are located in the southeast United States. This is due to the location and resources of the researcher. Though ethnicity and ability are varied, students are all of the same age as well. In the event that the research has positive results, the researcher will likely embark upon a greater study and expand the sample in both age rage and location.
References
Bonk, C. J. (2009). Who are you? Opener #8: Alternative reality learning. In The World is Open: How Web Technology is Revolutionizing Education (pp. 275-292). San Francisco, CA: Jossey-Bass.
Bronack, S. C. (2011). The role of immersive media in online education. Journal Of Continuing Higher Education, 59(2), 113-117.
Chlup, D. T., Mancuso, D. S., & McWhorter, R. R. (2010). A study of adult learning in a virtual world. Advances in Developing Human Resources, 12(6), 681-699. doi: 10.1177/1523422310395368
Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. (2nd ed.). Pfeiffer & Co
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality reality simulations for teaching and learning. Journal Of Science Education And Technology, 18(1), 7-22.
Johnson, G. (2009). Instructionism and constructivism: reconciling two very good ideas. International Journal Of Special Education, 24(3), 90-98.
Lee, K.. (2012). Augmented reality in education and training. Tech Trends, 56(2), 13-21. Retrieved from Career and Technical Education. (Document ID: 2581221871).
Matthews, D.. (2010, January). Augmented reality makes science no object. The Times Educational Supplement: TES, (4873), 15. Retrieved from ProQuest Newsstand. (Document ID: 1965148481).
Raphael, R. (2011). Abracadabra--it's augmented reality!. Learning & Leading with Technology, 38(8), 24. doi: GALE|A259379565
Squire, K. D., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal Of Science Education And Technology, 16(1), 5-29.
Van Krevelen, D., Poelman , R., & , . (2010). A survey of augmented reality technologies, applications and limitations. The International Journal of Virtual Reality, 9(2), 1-20. doi:10.1155/2011/72182
Vilkoniene, M. (2009). Influence of augmented reality technology upon pupils' knowledge about human digestive system: The results of the experiment. Online Submission
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