AR gone wild: two approaches to using augmented reality learning games in Zoos

Participants in Augmented Reality (AR) games are equipped with location-aware handheld computers, allowing players to physically move throughout a real world location while simultaneously triggering virtual information based on their physical location. Researchers are only beginning to understand how to leverage the pedagogical strengths of location-based AR games. This paper includes case studies for two separate research projects: Researchers from MIT will present “Zoo Scene Investigators: Challenges of Designing a Mystery Themed AR Game for Students Ages 10-14 in a U.S. Zoo”. Researchers from Futurelab will present “Crafting mediascapes for a Zoo Setting using Create-A-Scape with Singaporean Primary School Students”. Overview: Augmenting Learning through Augmented Reality The two projects discussed below were developed independently of each other. Nevertheless, they display common characteristics in design and implementation, further exploration of which might reveal important lessons for future developers of this kind of learning activity. Here, we present a brief overview of the field of mobile learning, a summary of each project, and brief discussion of themes resonating between projects. The use of mobile devices as tools to support learning (or “m-learning”) continues to be actively explored by educators and researchers. As mobile devices become part of everyday life, for learning activities to remain relevant they ought to build on the technological practices that learners are familiar with outside the school environment. Vavoula and Sharples (2002) suggest that learning is itself inherently mobile, claiming that it displays mobility in time (it “happens at different points during the day”), in space (learning can occur “at the workplace, at home and at places of leisure”) and across different areas of life (it “may relate to work demands, self-improvement or leisure”). Mobile devices themselves can be well suited for supporting certain learning activities: Klopfer, Squire & Jenkins (2002) identify five properties of mobile devices that make them useful to educators: portability, social interactivity (both face-to-face interaction and data exchange between learners), context sensitivity (through GPS and data networks, but also through video and image capture capabilities, mobile devices can collect and respond to data particular to a certain area), connectivity and individuality (support for different activities can be tailored for different learners). For researchers and educators whose work is informed by sociocultural, constructivist and situated theories of learning, mobile learning is of particular interest. Mobile devices afford learners the opportunity to leave the classroom and situate their learning in different geographic contexts, placing them within an authentic environment and giving them tools with which to support the construction of new knowledge – in a sense, these devices enable any location to become a student’s classroom. From this perspective, the authenticity of the context in which the learner is situated is determined by the overarching narrative under which learners’ activities are located. This opportunity has resonated with those keen to extend Papert's (1980) notion of the “microworld” (a consistent, self-contained simulation offering learners the opportunity to engage with systemic thinking) beyond a program running on a computer: describing what they term “participatory simulations”, Naismith et al. (2004) highlight the benefit of having a learner, through a networked device, become part of a dynamic system: “they do not just watch the simulation, they are the simulation”. In this way, the information and data given to learners does more than just reflect the reality in which they are situated: it augments it, supporting them as they engage with the narrative of the learning experience. This class of mobile learning activity has become known as “augmented reality” (AR), and draws on research into game-based learning as well as work on mobile learning activities. AR games engage participants in activities that combine real-world experiences with additional information supplied to them by handheld computers. As students physically move about within geographic space (e.g., a school campus, an outdoor plaza, a zoo, etc.), their location-aware handheld computers (e.g., Windows Mobile devices equipped with GPS) allow them to collect additional information by interviewing virtual characters, viewing rich media or accessing real or simulated data. Participants in AR games are often tasked with role-playing and collaboratively investigating a problem or issue in a game-like fashion. Previous work on AR (Klopfer, Squire & Jenkins, 2002; Klopfer, Squire & Jenkins, 2003; Klopfer & Squire, 2004; Falk, Ljungstrand, Bjork, & Hannson, 2001; Walz, 2002) indicates that these immersive, interactive experiences are promising for learning. In this paper, we discuss two separate research projects: “Zoo Scene Investigators” which takes place at the Columbus Zoo and Aquarium, located in Columbus, Ohio in the United States. The Tao Nan School’s Zooscape AR game was located in the Singapore Zoological Garden. In both projects, investigators sought to explore ways in which zoo settings might provide fertile locations for place-based AR learning games. Zoo Scene Investigators: Challenges of Designing a Mystery Themed AR Game for Students Ages 10-14 in a U.S. Zoo Background and Research Objectives Building on knowledge gained from prior research, the MIT Teacher Education Program and Columbus Zoo and Aquarium collaborated to design and test an AR game designed to teach Zoo visitors about the illegal wildlife trade. The goals and requirements of the project included: • Age-appropriate content and pedagogy for middle school students on field trip. • Teams of six students plus one adult chaperone: Based on previous Zoo field trip models, teams of six students proved manageable by one adult, without requiring too many chaperones of the school. • Two-hour time limit: Factoring in introduction, tutorial and conclusion, this left an hour for game play. • Manageable by one Zoo staff: The Zoo was able to devote one staff member to running the game. • Illegal Wildlife Trade Theme: The illegal wildlife trade is particularly problematic in southeast Asia. The AR game was designed to reinforce this theme, and was located in the “Asia Quest” exhibit. • Mapped to existing math and science content standards: To qualify as an educational field trip, certain educational state content standards must be met. This required incorporating additional material such as the differences between plant and animal cells, quantitative graphs, and predator-prey relationships. • High engagement for participants: If the students are not engaged, they will be unlikely to learn. Furthermore, field trips participants expected an enjoyable experience. Our investigations centered on the following key research questions: (1) Do students of various backgrounds and ages (ranging from 10-14 years old) find a role-playing AR game in which they investigate a simulated crime while learning about endangered species both appealing and engaging?, (2) Is it possible to have a meaningful AR experience with middle schools students in two hours or less?, (3) How can we create a cohesive game using key existing physical live animal exhibits? (4) What additional steps and/or research would permit us to further develop this approach to using AR in a zoo setting?