Tag Archives: Augmented reality/immersive environments

Catalyzing Scientific Inquiry and Engineering through Wearable Intersubjective Sensation Devices

8/01/2017-7/31/2020 PI: R. Benjamin Shapiro University of Colorado at Boulder Award Details This project will investigate how to improve young people’s science skills, and to increase their perceptions of science as a pro-social field, through the design and enactment of a new science education approach that emphasizes curiosity about and investigation of animal perception and […]

EAGER: Making with Understanding

9/01/2017-8/31/2019 PI: Bertrand Schneider Harvard University Award Details There is a new cultural movement where everyday people tinker with concepts in STEM (Science, Technology, Engineering, Mathematics), simply for the purpose of satisfying creativity and curiosity. This “maker movement” is powered by the wide availability of low-cost electronics and manufacturing tools, which allow amateur makers to […]

EXP: Collaborative Research: Cultivating Apprenticeship Learning for Architecture, Engineering, and Construction Using Mixed Reality

9/01/2017-8/31/2020 PIs: Steven Ayer, Jeremi London, Arizona State University (Award Details) Wei Wu, California State University-Fresno Foundation (Award Details) For students pursuing careers in the architecture, engineering, and construction industry, learning multi-faceted skills are critical for career success. To enable this range of skill development, many schools and universities participate in student-based design and build […]

EXP: Collaborative Research: Extracting Salient Scenarios from Interaction Logs (ESSIL)

9/1/16-8/31/18 PIs: Andee Rubin, TERC Inc (Award Details) Barbara Grosz, Harvard University (Award Details) Leilah Lyons, New York Hall of Science (Award Details) The Extracting Salient Scenarios from Interaction Logs (ESSIL) project proposes to develop a new type of educational technology to support students’ learning about complex systems from their participation in a multi-person immersive […]

DIP: Collaborative Research: Interactive Science Through Technology Enhanced Play (iSTEP)

PIs: Noel Enyedy, Carlos Wagmister, Jeffrey Burke, UCLA (Award Details) Joshua Danish, Indiana University (Award Details) The iSTEP project addresses a basic research question by exploring the role of the body and physical activity in learning through the design of a new genre of developmentally appropriate learning technologies for young children. There is increasing recognition […]

DIP: Collaborative Research: Taking Hands-on Experimentation to the Cloud: Comparing Physical and Virtual Models in Biology on a Massive Scale

PIs: Ingmar Hans Riedel-Kruse, Paulo Blikstein Stanford University Award Details In this Cyberlearning: Transforming Education DIP project, the PIs are building and evaluating a technological and curricular infrastructure to empower scalable, low-cost experimentations for undergraduates and K-12 students in the life sciences. The infrastructure exploits two technologies that have been developed by the PIs: biotic […]

DIP: Community Knowledge Construction in the Instrumented Classroom

PIs: Thomas Moher, James Slotta, Joel Brown University of Illinois at Chicago Award Details In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are addressing challenges of knowledge community pedagogy, where students are given a high level of agency and responsibility for developing questions, exchanging and critiquing ideas with peers, and advancing […]

DIP: The Science Through Technology Enhanced Play (STEP)

PIs: Noel Enyedy, Carlos Wagmister, Jeffrey Burke, Joshua Danish University of California-Los Angeles Award Details In this Cyberlearning: Transforming Education DIP (Development and Implementation) project, the PIs are investigating how embodied play among elementary school students can be used to help them understand scientific phenomena (e.g., the working of forces, complex behaviors of bees). They […]