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Southwest Schools First in UK to Trial High-Tech
Pedagogical Concept
At-Bristol pioneers the use of augmented reality in science teaching
5 July 2006 – At-Bristol, one of the leading science centres in UK,
jump-starts a series of trials today to examine the use of augmented
reality (AR) technology to maximise and foster learning of science among
pupils. The trial is the first of its kind to be conducted with schools in
the United Kingdom, boosting the potential of making significant
contributions to the field of science education.
The breakthrough of using AR enhances pupils’ learning by contextualising
subject information and personalising the experience to the individual’s
exact profile, knowledge level and interests. In addition, it aims to
‘break’ the walls of science centres, and virtually transfer the
information-rich environment into the classroom and vice versa. Therefore,
learning benefits are maximised in ways difficult to afford by either
schools or science centres alone.
“One of the goals of using AR in science learning is to maximize the
impact of information that is provided when the motivation of the student
is highest. Feedback from the students participating in the trials have
been positive and students are also enjoying the novel and interactive
learning experience.” Says Edel Fletcher, Physical Science Learning
Officer.
The series of trials is part of At-Bristol’s collaboration with the
pan-European CONNECT project that seeks to explore, test, refine and
demonstrate an innovative approach that crosscuts the boundaries between
schools, museums, research centres and science centres while involving
students and teachers in extended episodes of playful learning. The
project is funded by the EU Commission.
“These trials mark the beginning of the final phase of the CONNECT project
and another positive infant step towards an ambitious comprehensive
educational reform, which supports people’s learning in school and out of
school. Informal learning is a key precursor to learning and plays a
fundamental role in supplementing the formal learning, the key element to
this project is to integrate everyday “free-choice” activities with the
formal science curriculum” Says Fletcher.
The series of trials undertaken by At-Bristol seek to find out the
effectiveness of students’ learning using AR. Using the functions of AR
and an aeroplane wing as the exhibit subject, students at the science
centre are tasked to investigate how the forces involved in flight change
with the angle of the wing.
The student conducting the experiment carries a wearable AR System that
consists of a headset, which will track his/her interaction with the
exhibit. The system, at the same time, overlays information, such as the
lift force, the weight and the wing angle, on the headset display.
The technology provides an ambient learning environment, which functions
in two distinct and equally important educational modes: the museum and
the school mode.
In the museum mode, a student sees the real exhibit as well as visual
augmentations provided by the educator via the AR. Through the school
mode, students who do not have access to distant museums or science
centres can share the experience of a visiting student via a 2-way
audio-visual communication channel. The two groups of students can
therefore interact with each other via an audio connection.
Students would not be able to carry out this investigation without the
help of the AR.
For more information please contact Mavis Choong, At-Bristol Press Office
tel: 0117 915 7137; mob: 07967 33 4152; email:
mavis.choong@at-bristol.org.uk
Note to Editors:
The trial of AR is currently conducted based on
At-Bristol’s Aerofoil exhibit, which demonstrates the forces acting on an
airplane wing and their effects on it. The concept is relevant to schools’
curriculum on forces and motion (Newton’s first and third law,
quantitative relationship between force area and pressure, air resistance,
drag) air pressure and density.
A common misconception is that lift is created due to Bernoulli’s effect,
which is an incomplete notion. In addition, students often neglect the
invisible nature of phenomenon, particularly, the effect of air movement
on airplane’s lift; the presence of air pressure when air is not moving
and analysis of the lift of an airplane’s wing in terms of forces.
AR will “make the invisible, visible”, whereby allowing dynamic
representations of air movement and the resultant forces can be created.
It will also be possible to plot the wing’s attack angles versus lift
forces.
Schools participating in this trial include John Cabot CTC, The Riding
High School and The City Academy Bristol and the trial in England
completes on 6th July.
At-Bristol is the leading science centre in UK and a major player
in the worldwide science centre movement. It aims to be a world-class
science and natural history centre that makes distinctive, valued and
recognised contributions to informal science learning and public
engagement with science locally, regionally, nationally and
internationally. A registered charity, At-Bristol has hosted more than 3
million visitors and continually strives towards making science accessible
to all.
The CONNECT project is a joint initiative of educational, cognitive
science and technological experts, educators, and psychologists to
research the possibilities of using advanced technologies including
(virtual reality, augmented reality remotely controlled experiments,
wearable and mobile devices) for educational purposes in order to
facilitate school – museum collaboration.
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