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Augmenting Interactives

ARIEL: Augmented Reality for Interpretive Experiential Learning

February 26, 2010 by Steve Snyder

Early results are showing that digital augmentations do impact student engagement with the device as reflected by time on task measurements. When an electricity device was presented with no AR, all but one of the study participants (students in grades 6-9), lost interest within four minutes. In comparison, all of the students who experienced the augmentation stayed engaged for more than four minutes, some as long as seven minutes. The qualitative characteristics of engagement determined from researcher observations also showed a similar level of increased engagement.

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augmented, educational, technology