A Learning Environment for Geography and History Using Mixed Reality, Tangible Interfaces and Educational Robotics

Abstract

Integrating ICT technologies in history and geography teaching may promote critical thinking and bridge the gap between unconstructive information accumulation and an explorative and critical learning approach. The aim of this study was to design, deploy and evaluate a low cost and easy-to-use mixed reality learning environment for interdisciplinary and embodied learning of geography, history and computational thinking. The proposed learning environment is comprised of an augmented 3D-tangible model of southern Europe where students interacted using their fingers, and a second treasure hunt augmented interactive floor depicting historical sites, where students performed tasks with Mindstorms EV3 robots. Students swapped between finger-based and robot-based journeys in Europe in two pairs until the end of the game. In order to evaluate our proposal, six groups of four undergraduate participants played with the environment in 6 sessions and for approximately 45 min. Data were collected with a pre and post knowledge test, an attitudes questionnaire and semi-formal group interviews. Students scored significantly higher in the post-tests and their answers in the questionnaires revealed that the multimodal environment enhanced their engagement and motivation, helped them orient themselves better around Europe’s geophysical features, while the robotics treasure hunt consolidated their computational thinking skills, inducing a highly entertaining dimension. This approach better conforms to students’ interactive experiences and expectations, gamifies learning and exploits embodied learning opportunities. Students engaged in the two augmented spaces in a perceptually immersive experience which became a more authentic and meaningful educational space.