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Experiential Learning in Soil Science: Use of an Augmented Reality Sandbox

K. Vaughan,R. Vaughan,Janel Seeley

Published 2017 in Natural Sciences Education

ABSTRACT

Active participation in science, technology, engineering, and math (STEM) courses maximizes learning while novel technologies allow instructors the opportunity to create interactive activities in the classroom. With this in mind, we incorporated the use of an augmented reality (AR) sandbox at the University of Wyoming to facilitate an experiential learning experience in soil science. The AR sandbox was developed by researchers at the University of California-Davis as part of a project on informal science education in freshwater lakes and watershed science. It is a hands-on display that allows users to create topography models by shaping sand that is augmented in real-time by colored elevation maps, topographic contour lines, and simulated water. It uses a 3-dimensional motion sensing camera that detects changes to the distance between the sand surface and the camera sensor. A short-throw projector then displays the elevation model and contour lines in real-time. Undergraduate students enrolled in the Introductory Soil Science course were tasked with creating a virtual landscape and then predicting where particular soils would form on the various landforms. All participants reported a greater comprehension of surface water flow, erosion, and soil formation as a result of this exercise. They also provided suggestions for future activities using the AR sandbox including its incorporation into lessons of watershed hydrology, land management, soil physics, and soil genesis. K.L. Vaughan, Ecosystem Science and Management Dep., Univ. of Wyoming, 1000 E. University Ave., Laramie, WY 82071; R.E. Vaughan, RedCastle Resources Inc., Salt Lake City, UT 84119; J.M. Seeley, Ellbogen Center for Teaching and Learning, Univ. of Wyoming, 1000 E. University Ave., Laramie, WY 82071. *Corresponding author (karen.vaughan@uwyo.edu). Abbreviations: 3D, 3-dimensional; AR, augmented reality; KeckCAVES, W.M. Keck Center for Active Visualization in the Earth Sciences; STEM, science, technology, engineering, and math; Q, question. Published in Nat. Sci. Educ. 46:160031 (2017) doi:10.4195/nse2016.11.0031 Received 18 Nov. 2016 Accepted 1 June 2017 Supplemental material available online Available freely online through the author-supported open access option Copyright © 2017 American Society of Agronomy 5585 Guilford Road, Madison, WI 53711 USA This is an open access article distributed under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/) Core ideas • Greater learning occurs when students are active participants. • An augmented reality sandbox belongs in the soil science classroom. • Experiential learning increases student engagement. Studies show that greater learning takes place in science, technology, engineering, and math (STEM) when students are active participants in their learning (Freeman et al., 2014). Researchers uncovered that a primary reason students leave STEM fi elds within the fi rst couple of years of higher education is poor teaching (Seymour and Hewitt, 1997). Traditional lectures and readings are not engaging student interest. Studies show, however, that active participation in STEM courses maximizes learning (Freeman et al., 2014). One way in which this learning is enhanced is by engaging in a cycle of practice and feedback (Ambrose et al., 2010). Participating in an activity and observing the outcomes, provides feedback that guides further practice and understanding. Active learning through the use of multisensory techniques can also help with retention of learning. For example, when a student interacts with information both visually and kinesthetically, information in encoded differently in the brain than through passive listening (Persellin and Daniels, 2014). The acquisition of information through a variety of senses allows the brain to encode information and store memories more deeply (Persellin and Daniels, 2014). In natural resource and environmental sciences education, this often involves field visits to examine phenomena in the natural setting and explore parameters that influence these features (i.e., climate, geomorphology, geologic material, organisms). Field visits, although ideal, are not always feasible for many reasons including cost, time constraints, inclement weather, and scheduling difficulties, among others. Therefore, alternative interactive activities can help increase student engagement and retention in the classroom and laboratory. Bearing this in mind, we incorporated the use of an augmented reality (AR) sandbox in the Introductory Soil Science course (SOIL 2010) at the University of Wyoming to facilitate an experiential learning experience in soil science. As a relatively new technology, the effectiveness of using AR in a soil science classroom has not yet been examined (Reed et al., 2014). Published June 30, 2017

PUBLICATION RECORD

  • Publication year

    2017

  • Venue

    Natural Sciences Education

  • Publication date

    2017-04-01

  • Fields of study

    Education, Computer Science, Engineering, Environmental Science

  • Identifiers
    DOI 10.4195/NSE2016.11.0031
  • External record

    Open on Semantic Scholar

  • Source metadata

    Semantic Scholar

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