Augmented Reality in the Community College Classroom

Autor/in	Skinner, Timothy J.
Titel	Augmented Reality in the Community College Classroom
Quelle	(2023), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, State University of New York at Binghamton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-3249-3
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; Student Attitudes; Metacognition; Simulated Environment; Educational Attitudes; Introductory Courses; Mass Media; Learning Experience; Computer Simulation; Technology Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Künstliche Umwelt; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Einführungskurs; Massenmedien; Lernerfahrung; Computergrafik; Computersimulation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	There have been few, if any, metacognitive studies conducted on what community college students think about their learning when augmented reality technology is introduced to the learning environment. This qualitative collective case study looked at how emerging technologies, specifically augmented reality, within a community college classroom impacts students on a metacognitive level within the community college learning environment. The study looked to find answers to four main questions: How do students describe their learning? How do students describe their ability to learn content in the Intro to Mass Media class? How do students describe their interest in the Intro to Mass Media class? How do students describe their experiences? A group of student participants were observed in the classroom, provided with questionnaires to answer, and interviewed via Zoom for data collection. The data was coded to discover themes and patterns that will help to answer the question of how students describe their learning experience when augmented reality technology is in a community college classroom. Data analysis shows patterns in student thoughts and actions that were used along with the observer's field notes to triangulate the data. The data appeared to reveal thematic patterns centered around learning, experience, process, feelings, engagement as well as the area of cost. The themes were then used to help dig deeper to answer the research questions. The students appear to have had an enjoyable learning experience in the class but were indifferent to the augmented technology program, seemingly believing that the AR program was not that different from older traditional technology already available. The data also appears to show that while students may believe that there is a future for augmented reality technology in the classroom, the technology is not quite up to the level where it could have greater effect in learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01