Mixing educational robotics, tangibles and mixed reality environments for the interdisciplinary learning of geography and history

Abstract

In the present study we present a mixed reality learning environment that aims to become a creative, joyful and efficient interdisciplinary canvas for learning about history and geography and for concurrently fostering computational thinking. The environment makes use of embodied affordances and educational robotics and consists of two parts: an augmented 3D-tangible model of southern Europe with finger-based interaction and a second floor-based augmented robotics track depicting European landmarks, where students are asked to perform tasks with Mindstorms EV3 robots. The game scenario describes a treasure hunt around Europe and students swap between finger-based and robotics-based interactive surfaces in two pairs. We evaluated our intervention with pre-service teachers in six groups of three or four who played with the environment for approximately 45 minutes each. Data collection was performed through pre- and post-knowledge test, attitude questionnaire and a semi-formal group interview. The answers showed that the mixed reality environment improved motivation, engagement and enhanced their orientation around Europe's geophysical features. The robotics aspect consolidated further their computational thinking skills while being highly exciting. The proposed approach was closer to the preservice teacher's expectations and interactive experiences, exploited embodied learning opportunities and gamified the learning process.