The use of Augmented Reality (AR) in Assessment for Learning about Climate Change

Project Number
RS 13/16 CCH

Project Duration
December 2016 - August 2018


Using augmented reality (AR) can help users to see both the real world information and the augmented information on the same platform. As data is dynamically detected from the worksheet, the software will trigger the correct misconception and overlay the correct information onto the worksheet. This will inform the students of the existing misconception and also the correct concepts. The overlaying of information provides feedback to students to make necessary changes in their learning activities to promote improvement and making learning more effective. Since all information is layered onto their worksheets, students have opportunities to reflect on the instructions given to identify and correct misconceptions. This enables students to become independent learners who understand their own strengths and needs and know how to set goals and monitor their own progress. The PI proposes that the use of AR can support AFL in Climate Change Education (CCE).The culmination of the research and translation work on climate change education over the last few years and the integration with using Information Communication Technologies (ICT) like AR leads to the following research question: “Does the use of ICT in AFL help students learn about climate change better?” This can be unpacked into the following sub-questions: 1. Do students who are subjected the AR-AFL intervention have fewer misconceptions? 2. What are the socio-demographic differences that can affect student’s refutation of misconceptions through this intervention? 3. What do teachers think about their role in helping students learn about climate change through the AR-AFL intervention?

Funding Source

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