Table Of Content

By Rebecca Mitchell and Dennis DeBay Get Real AUGMENTED REALITY FOR THE CLASSROOM I Kids love AR simulations because they magine a video game that takes place in the real world— right outside your classroom! In this game, the players are like real-life video games. Teachers learn that an alien spaceship has crashed on their school grounds, and they must solve a mystery: What are the love them because they can differentiate aliens’ intentions toward Earth? Each of the players, working in a team of four, has a role to instruction and engage even the most play: chemist, cryptologist, computer hacker, or FBI agent. And each gets his or her own GPS-enabled mobile device, reticent learners in mastering any type such as a smartphone or tablet, displaying a map of the school grounds with digital markers tracking each player’s location of content while practicing digital age as well as the locations of virtual people and artifacts. Players must walk to and inspect these markers to gather evidence skills. And they’re easier to create that will ultimately help them solve the mystery. Would some of your students be more interested in play- than you think! ing a game like this than in doing math problems? What if they could do both? With augmented reality (AR) simulations, they can! Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 16 Learning & Leading with Technology | September/October 2012 AR simulations allow students to learn content while Role differentiation. AR lets you personalize the game for dif- collaborating face to face and interacting with a multime- ferent students or groups of students by storyline, informa- dia-enhanced version of the world around them. Although tion, and content-based tasks. Although complex to design, the technology may seem advanced, AR software makes it simulations with differentiated roles can make the content easy to develop content-based simulations that will capti- accessible and challenging while strengthening commu- vate your students while teaching them standards-based nication and collaboration skills for all learners. Roles can content. (See the “Building the Program” section beginning allow for a jigsaw approach, with each student receiving on page 19 for information about AR software.) different information that they must share for the group to The scenario above describes an actual classroom les- proceed in the game. son using Alien Contact, a middle school mathematics AR AR software allowed us to create up to four versions of simulation (tinyurl.com/3bvow7) that focuses on the math- our simulation using different scripts for each role that cor- ematical concept of proportional reasoning. However, AR respond with each student’s skill level (although we later can work for any content area. In fact, we also developed found that groups of three are easier to manage). For ex- an English language arts version and a combined math/ ample, the chemist received more challenging mathemati- language arts version of Alien Contact. cal tasks, and the hacker received more guided tasks. At After conducting 17 implementations, mostly at urban one school, we developed an audio version of the game for public middle schools in or around Boston, Massachusetts, a visually impaired student. USA, during the 2007–08 school year, we determined that To ease the planning of role differentiation, use tables to AR increases academic engagement by tapping students’ storyboard the content and narrative contributions of each interest in mobile devices, differentiates instruction by role, and consider using self-contained activities, such as personalizing information or tasks for students, and creates the Wing Model task described below. situated learning experiences. Here is the process we used Tasks. Alien Contact included a number of tasks designed and some things to keep in mind if you want to create your to engage students in a virtual mystery while motivat- own AR simulations to use with your students. ing them to practice proportional reasoning skills. For example, in the Wing Model task, teams track a digital Concept Development marker on their mobile devices to a wing model, which is Before you start building your AR simulation using soft- actually a latex triangle on the ground (see “Wing Model Ist ware, you will want to plan out the storyline, activities, o Task” on page 18). Once a team finds the model, the com- c k and curriculum. ph puter hacker’s device displays a document offering a math o to.c Storyline. To conceive an AR learning simulation, you problem that, when solved, will allow her to “hack” into a o CIA database. She learns that, if the ratio of the hypotenuse m/36 could start with an authentic problem, an engaging of the wing to its shortest side is 5:3, the wing belongs to a c storyline from which content-based tasks can emerge, l Ic military craft. From his mobile device, the chemist learns k specific content, or some combination of these. Because s that the wing model has been measured with safety pins AR enhances reality, we recommend beginning with an that are 1.5 inches long. The group studies the markings on authentic problem, which allows you to nest content the model itself to determine the dimensions of the wing within an engaging story. MIT, for example, created a and compare it with the given ratio. game where students determine a source of polluted After collecting data outside, the students move inside drinking water, using the nearby Charles River as their to analyze it. This is when they determine the aliens’ inten- game space. At some locations, students viewed digital tions, justifying their position with mathematical evidence. interviews with scientists, and at others they virtually tested water samples. Content. Including thoughtfully developed curriculum con- To develop Alien Contact, we began with a storyline (an tent transforms a merely engaging activity into a positive alien crash), content goals (proportional reasoning), and student learning environment. The Alien Contact curricu- digital age skills (collaboration, communication, and prob- lum guide provides daily mathematical and digital age skill lem solving). It was challenging to develop mathematical objectives, a solution key, and teaching suggestions, such as tasks that simultaneously furthered the storyline, support- advising students to share strategies. ed student content learning and digital age skill develop- It is important for teachers to emphasize content and ment, and engaged students in the simulation. So, to keep provide adequate time for students to think about it. If you content central, we created a document that provided over- are developing a game for teachers, elicit their feedback arching learning goals and detailed the tasks and learning about the quality and accessibility of the content-based goals for each day of the unit. tasks so you can make improvements for future classes. In Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. September/October 2012 | Learning & Leading with Technology 17 this AR display from a student’s mobile device shows his location as well as some of the digital objects he is trying to locate on the school grounds. Wing Model Task Outdoor Component Wing Model Federal investigators found a wing at this exact spot on the crash site. the FBI took the wing but left a scale model for us to look at. the weight of the uranium in pounds, a three-digit number, is the code to access this piece of evidence. Chemist Cryptologist Computer Hacker FBI Agent locate the purple triangle on As a team, figure out the We hacked into a government locate the purple triangle on the ground. this is the scale measurements of the side computer and found this: the ground. this is the scale model of the spaceship wing. lengths of the wing. model of the spaceship wing. Data on Military Spacecraft You can see the markings When you are done, write * Top Secret * You can see the markings where someone measured your answer on the paper According to cIA data, in a where someone measured it using a safety pin. you were given. military spacecraft, the ratio it using a safety pin. of longest side to shortest the safety pin was 3/2 the largest of the three Use what you remember from side has to make a fraction (or 1.5) inches long. measurements is the code your training to help your that reduces to 5/3. to access your next piece team complete this task. of evidence. In other words, if you have a military craft: longest side 5 = shortest side 3 Write this proportion down for later. Indoor Component • Using proportions, check whether the spacecraft we found was a military alien ship. • Which strategy (additive, unit rate, scale factor/equivalent fractions, cross multiply) is the best or easiest to solve this proportion? Why? • Another group measured the scale model of the wing using paper clips. they found the wing model to be 12 paper clips by 15 paper clips by 20 paper clips. • Are their measurements accurate? How do you know? Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 18 Learning & Leading with Technology | September/October 2012 AR simulations allow students to learn content while collaborating the students will access historic docu- face to face and interacting with a multimedia-enhanced version ments, hear from significant people detailing their experiences in Boston of the world around them. in the 1700s and 1800s, encounter our early pilots, we discovered that However, one of the coolest things setbacks that self-emancipated slaves students would rush to find the char- about AR technology is that it can would have encountered, and receive acters without doing the mathemati- augment students’ learning experi- financial assistance and employment, cal tasks. So we started programming ences within a meaningful context, all via AR. the answers to each math problem to which can include location. Simula- serve as access codes that the students tions with tasks that relate to a specific Building the Program would need to receive information at location—such as giving students A University of Wisconsin–Madison the next location. measurement data about their own team developed the free ARIS AR school and asking them to calculate its platform (arisgames.org) for iPhone Place independence versus dependence. height—take better advantage of this and iPad. On the program’s map AR programs use GPS coordinates to benefit. Think about how nearby geo- screen, you determine the game space create game spaces anywhere on the graphical areas might lend themselves using Google Maps, and the object planet. As our target demographic to tasks that further student under- screen allows you to create characters was urban public schools that had no standing of your content focus. and items, which you then place on money for field trips, our simulations For example, Harvard graduate stu- the game space by dragging them were place independent so that students have been developing a simula- over. You can easily upload images, dents could play them directly outside tion for the Black Heritage Trail in Bos- video, audio, or other multimedia files any school. If you develop a place- ton, Massachusetts, USA, to help K–12 for students to view during the game. independent simulation, using real students experience what it might have ARIS is user friendly, and we were objects in the game space will help been like to be a self-liberated slave in able to create a sample game in 30 students interact more productively. Boston. At locations on the actual trail, minutes. College of Education & Human Development Classroom Technology & Assistive Technology Programs* Two of BGSU’s online Master of Education programs recognized for excellence by U.S. News and World Report > 100% Web-based > Learn skills and content for 21st century teaching & learning > Quality faculty credentials & training Classroom Technology Assistive Technology Graduates will be prepared to Graduates develop skills to work demonstrate leadership capabilities effectively with individuals with special for local, state or national educational needs and their support networks to technology initiatives introduce assistive technologies into www.bgsu.edu/mct multiple environments. For more information: www.bgsu.edu/medAT Classroom Technology Dr. Allison Goedde, [email protected] * Certificate programs also available for those not seeking master’s degree: • Computer Technology Endorsement (for Ohio teachers only) Assistive Technology Dr. Brenda Oyer, [email protected] • Assistive Technology Certificate B O W L I N G G R E E N S T A T E U N I V E R S I T Y Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. September/October 2012 | Learning & Leading with Technology 19 An enticing storyline, a game that takes place outside, authentic problems to solve, and mobile devices with multimedia content all converge to make this AR math simulation the best class of the day for these middle school students. MIT has also recently developed their devices because of disruptions student playtime as well, as play is an TaleBlazer (education.mit.edu/ in GPS signals. Additionally, due to important part of learning to use any projects/taleblazer), a web-based AR built-in GPS inaccuracies, students new tool. One teacher suggested train- game development tool similar to would access the same character at ing student leaders beforehand to be- ARIS, for teachers and students to slightly different locations. As a result, come technical experts for their peers. make and share games using iPad, we had to provide physical, along with Management. It is important to pre- iPhone, or Android smartphones. virtual, location markers for tasks pare for management issues with both requiring precision, which required materials and people. Alien Contact Time to Play students to measure the distance from required a teacher and two other adults So you’ve created your AR game and the virtual impact crater to the furthest to pass out hardware and assist with are ready to unveil it to your students! piece of debris. Also, some devices’ technological and navigational issues. Yes, it will be fun, but there are also screens and speakers are not intended One teacher used college student vol- some things you’ll want to keep in for outside use. Our students would unteers, but he told his class they were mind: sometimes have to hold their machines FBI agents, resulting in logistic support to their ears to hear videos, which Student engagement. Students were that also enhanced the game context. caused them to lose key visual infor- highly engaged during Alien Con- Materials should become easier to mation, or they would have to squint tact. One teacher noted, “My classes manage as technology improves. to see the images in the sun’s glare. … love to chit-chat and talk, but During game-space exploration, AR technology has already evolved throughout this entire week and a teachers also often had to remind since we conducted the Alien Contact half, they were focused, they were students to regroup. This can be me- simulations. For instance, the mobile really engaged, they really wanted diated by developing a game where map technology has advanced from a to figure out what the problem was.” students complete tasks individually, flat, bird’s-eye view to a 3D street view. Students especially liked working in then share their findings with their As GPS becomes more accurate and teams while maintaining their own group. Teachers also often had to help mobile devices acquire the ability to role expertise. Other appealing as- students read their maps and navigate project images onto walls, many is- pects of the simulation that students the game space. sues will decrease significantly or even mentioned include using multimedia, At other times, students might disappear. For now, we recommend being outdoors, using mobile devices, be too focused on their devices and recruiting technology support during using GPS to track students’ move- need reminders to stay aware of their implementations. ments, collaborating, and engaging in physical surroundings, especially near If you are developing AR simula- tasks that they perceive as authentic. streets. And if students are not accus- tions for other teachers, be cognizant Teachers often noted with surprise tomed to working in groups, teach- that some may be uncomfortable with that their least motivated and success- ers will need to help them negotiate the technology and with feeling less ful students were the most engaged group dynamics. fluent with the tools than their stu- with Alien Contact. dents. Students may also get distracted Content considerations. Student engage- Technical issues. At times, however, by trying to gain internet access or ment, technology issues, and man- technology can temper student en- play the videos at high speed. Allow agement complexity can potentially gagement. For example, students in sufficient time for teachers to become distract from content learning. While our simulations often had to refresh familiar with the tools, and build in forcing students to solve the math Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. All rights reserved. 20 Learning & Leading with Technology | September/October 2012 Simulations engage students who are typically disengaged in mathematics classrooms, encourage collaboration, allow for differentiation of instruction, and stimulate authentic learning. problems to access the next character teachers we worked with also appreci- helped focus more attention on the ated that students were learning to col- content, technology and management laborate and use evidence to support concerns shifted the focus away from their thinking and were able to trans- the mathematics learning. Content fer their proportional reasoning skills must remain the focus for any AR to standardized testing contexts. Given learning simulation. We suggest devel- that the simulations are easy to create —Rebecca Mitchell is an assis- oping easier content tasks for students and that advancements in technology tant professor in the Lynch School of Education at Boston to work with initially to allow teachers are making it even easier as time goes College in Massachusetts, USA. and students to get comfortable with by, it seems that AR is an educational Her work focuses on helping the simulation before delving into approach whose time has come. teachers acquire knowledge more complex content. and use tools to teach math- Acknowledgments Despite the inevitable difficulties, ematics with high instructional quality. The authors wish to acknowledge Cindy Jong, we believe that AR is well worth the Jennifer Eli, Patrick O’Shea, Justin Wheeler, and —Dennis DeBay is a doctoral trouble. We have found that these Christine Pruski for lending their teachers’ and student in the Lynch School of simulations engage students who are editors’ eyes to this article; Patrick O’Shea, Matt Education at Boston College. typically disengaged in mathematics Dunleavy, and Chris Dede, who supported the His research interests are re- Alien Contact project; the U.S. Department of lated to technological learning classrooms, encourage collaboration, Education, which provided our research grant; environments as a mediating allow for differentiation of instruction, and the teachers and students who piloted this factor between teaching and and stimulate authentic learning. The early AR simulation. learning mathematics. Coolest tools...reviewed by teachers R E E F A d - F r e e Project ideas & policy tips for classroom success Thinking Teachers Teaching Thinkers www.teachersfirst.com For teachers. For families. For excellence. Copiysrteig-hadt -©12 0290.1in2d,d I S T1E (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected], www.iste.org. Al7l /r5ig/1h2ts r4e:1s1e rPveMd. September/October 2012 | Learning & Leading with Technology 21