Marker-based augmented reality: instructional-design to improve children interactions with astronomical concepts

This paper presents the instructional-design of an augmented learning environment named AIBLE-HELIOS® that is targeted at teaching astronomy to children. This environment takes benefit of Augmented Reality (AR) and tangible interaction to stimulate an active and learner-centered approach to scientific problem solving. This approach follows the pedagogical principles of the Inquiry-Based Sciences Education (IBSE). Technical specifications and the design of the application have been based on didactical principles. It is intended to children of 8 to 11 years old in formal education. HELIOS was tested in-situ, i.e., in real teaching conditions with pupils (grades 4-5) from two primary schools. This user study confirms the design assumptions that influence children's interaction with contents during sciences courses. The analyses of the children's interactions with the system as well as learning indicate that HELIOS supports children in their investigations. Moreover, it provides some new information on children's interactions possibilities that will be taken into account in future versions. All these parameters contribute to the understanding of the ways through which AR can be used in formal teaching curricula in K-12 schools.

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