Abstract
This study explored the potential of using augmented reality (AR) technology in designing makerspace-based education in the elementary school setting. Employing the design-based research methodology, this study proposed and successively refined a set of instructional design principles for facilitating AR–supported collaborative inquiry through three iterations of design, implementation and revision. The affordances of AR were found to promote student engagement in collaborative exploration and task completion. Moreover, several pedagogical implications based on the empirical data were discussed, highlighting the importance of interdisciplinary integration, general inquiry sequence, proper scaffolding strategies, opportunities for transfer learning, and abundant instruction time for makerspace-based education.
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Acknowledgment
This study was supported by the National Office for Education Sciences Planning of China under Grant BCA190085. We would also like to thank the Bao’an school district in the city of Shenzhen for their support during the research.
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Han, X., Liu, Y., Li, H., Fan, Z., Luo, H. (2020). Augmenting the Makerspace: Designing Collaborative Inquiry Through Augmented Reality. In: Cheung, S., Li, R., Phusavat, K., Paoprasert, N., Kwok, L. (eds) Blended Learning. Education in a Smart Learning Environment. ICBL 2020. Lecture Notes in Computer Science(), vol 12218. Springer, Cham. https://doi.org/10.1007/978-3-030-51968-1_13
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