A design-based approach to augmented reality location-based activities: investigating immersion in relation to student learning

Abstract

Augmented Reality (AR) location-based learning activities are argued to promote students' immersion and facilitate learning. However, little is known about the factors that may affect immersion, as well as about the design of immersive location-based AR activities which can successfully promote students' learning. To address this research gap, we report on a design-based research study with 11th grade students, comprised of two design iterations (n1=18, n2=10); students used a location-based AR application during a collaborative, environmental science problem-solving activity at a local lake. The data corpus included students' audio-taped discussions and log files, students' final explanations and post-activity group interviews. Findings indicate that the students who participated in the second iteration reported being more immersed in the AR activity, provided explanations of higher quality and managed to solve the problem-based case.