Augmented Reality Simulations on Handheld Computers

By Kurt Squire, Eric Klopfer. 2007

423 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/3fa9d8e8fb4c3ec86f76650e9607a7c79aacd50f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Speech and Hearing

Citations in the corpus

Advantages and challenges associated with augmented reality for education : A systematic review of the literature (2017, neutral): “In some studies, more than one learner type was used (e.g., Squire & Klopfer, 2007), such as university students together with K-12 students.”
Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls (2018, background): “Educational RCT’s can be found in both mixed reality (Lindgren et al., 2016) and augmented reality (AR) environments (Squire and Klopfer, 2007; Dunleavy et al., 2009; Yoon et al., 2012).”
Game-Based Learning in Science Education: A Review of Relevant Research (2013, methodology): “When studies adopted merely constructivist learning perspectives, knowledge or concept learning was still the main emphasis, except for Squire and Klopfer’s (2007) research which promoted students’ understanding of the socially situated nature of scientific practice (i.”
Augmented reality in Education — Cases, places, and potentials (2013, methodology): “Augmented Reality has been used to develop students’ understanding of science, including environmental science (Hsiao, Chen, & Huang, 2011; Squire & Klopfer, 2007), micro-biology (Chen, 2006) and biomedical science (Rasimah, Ahmad, & Zaman, 2011).”
Mobile Learning projects - a critical analysis of the state of the art (2009, background): “Some more recent projects [e.g. Environmental Detectives (Squire & Klopfer 2007) or MyArtSpace (Vavoula et al. 2007)] are taking a ‘guided inquiry learning’ approach to Mobile Learning.”
Mobile Augmented Reality: The Potential for Education☆ (2013, background): “Besides that, they also chose the PDA interface as the most enjoyable among the three conditions (Wagner et al., 2006) The CONNECT is a project that use MAR technology based system developed to support students learning science both in the formal and informal learning environment. The CONNECT concep”
Integrating Ethics and Career Futures with Technical Learning to Promote AI Literacy for Middle School Students: An Exploratory Study (2022, background): “…and proven to be effective in terms of promoting student engagement, supporting collaboration, and helping students of different genders and races/ethnicities to develop deeper understandings of the underlying scientific patterns and processes (Klopfer & Yoon, 2005; Squire & Klopfer, 2007).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, neutral): “Mobile devices with improved hardware properties are available at lower prices, and so the use of AR technology is not as difficult as it once was (Gervautz & Schmalstieg, 2012; Martin et al., 2011; Squire & Klopfer, 2007).”
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research (2012, methodology): “Among the selected articles, there were only three studies examining the learner characteristics when students were involved in AR-related science learning (O’Shea et al. 2011; Squire and Jan 2007; Squire and Klopfer 2007).”
Current status, opportunities and challenges of augmented reality in education (2013, neutral): “For example, several mobile-AR games such as Environmental Detectives (Klopfer, 2008; Squire & Klopfer, 2007) and Mad City Mystery (Squire & Jan, 2007) were developed to support learning outside of classrooms.”
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips (2013, background): “We posit that combining probes and handheld devices through the use of augmented reality (AR) can further support this learning by situating the data collection activities in a larger, meaningful context that connects to students’ activities in the real world (Squire & Klopfer, 2007).”