Augmenting your own reality: student authoring of science-based augmented reality games.
Augmented Reality (AR) simulations superimpose a virtual overlay of data and interactions onto a real-world context. The simulation engine at the heart of this technology is built to afford elements of game play that support explorations and learning in students' natural context--their own community and surroundings. In one of the more recent games, TimeLab 2100, players role-play citizens of the early 22nd century when global climate change is out of control. Through AR, they see their community as it might be nearly one hundred years in the future. TimeLab and other similar AR games balance location specificity and portability--they are games that are tied to a location and games that are movable from place to place. Focusing students on developing their own AR games provides the best of both virtual and physical worlds: a more portable solution that deeply connects young people to their own surroundings. A series of initiatives has focused on technical and pedagogical solutions to supporting students authoring their own games.
MIT Scheller Teacher Education Program.
Eric
E
Klopfer
Josh
J
Sheldon
D000293:Adolescent; D001319:Authorship; D003198:Computer Simulation; D003405:Creativity; D018961:Educational Technology; D006801:Humans; D007091:Image Processing, Computer-Assisted; D018794:Problem-Based Learning; D016730:Program Development; D012586:Science; D058992:Social Participation; D013334:Students / Q000523:psychology; D013663:Teaching / Q000379:methods*; D014584:User-Computer Interface; D018910:Video Games