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ERIC Number: EJ1179799
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1093-023X
Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills
Richardson, R. Thomas; Sammons, Dotty; Del-Parte, Donna
Journal of Interactive Learning Research, v29 n2 p231-248 2018
This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest assessment between map type and spatial ability. Prior learning activity results revealed a significant performance difference between AR and non-AR treatment conditions. The potential intervening variable of spatial ability was ruled-out as a rival explanation for the score differences between the two treatment conditions, although the novelty of the Augmented Reality Sandbox may have contributed somewhat to higher scores for the AR treatment group. We propose that the Augmented Reality Sandbox's AR affordances offer new directions for instructional design of interfaces that promote learning through embodied interaction and multisensory feedback.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1633750