Implementation of an augmented reality sandbox as a topographic map learning tool in 100-level geology classes increases long-term knowledge retention and classroom engagement

This is the authors' abstract. We don't add key points for this paper.

The three-dimensional visualization skills that are critical for using and interpreting topographic maps present a common stumbling block for students in introductory-level geoscience courses. The development of interactive technology such as augmented reality sandboxes (ARS) has provided new ways to introduce students to topographic map concepts. So far, the literature investigating the effectiveness of an ARS in a classroom setting has been inconclusive. This study presents instructional and assessment materials for teaching topographic map concepts to undergraduate students at an introductory level using the ARS in a structured, student-driven learning activity. Our instructional approach guides students through creating a 3D landscape and corresponding 2D topographic map, then using the 3D landscape to guide interpretation of topographic map components. The knowledge surveys assess student engagement and track both short-term learning gains (from pre-lab to post-lab scores) and long-term knowledge retention (from pre-lab to end-of-semester follow-up scores). Although our results do not show a significant difference (p = .15) in short-term learning gains in the ARS group compared to the 2D paper map group, a significant improvement (p < .001) was observed in long-term knowledge retention among the ARS group compared to the 2D paper map group. Students in the ARS group also self-reported higher levels of classroom engagement. This study suggests that assessing long-term learning may provide more insight into the effectiveness of interactive classroom tools such as the ARS.