Share Paper: Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

1. Rick Richardson, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States
2. Dotty Sammons, Idaho State University, Department of Organizational Learning and Performance, College of Education, United States
3. Donna Delparte, Idaho State University, Geosciences Department, College of Science and Engineering, United States

Abstract: 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 ...