Environmental Detectives—the development of an augmented reality platform for environmental simulations

By Eric Klopfer, Kurt Squire. 2008

899 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/e1dd1b8a75d3051f662fa85953b0235c08da8a03

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In Computer Science Applications

In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Development and behavioral pattern analysis of a mobile guide system with augmented reality for painting appreciation instruction in an art museum (2014, methodology): “…by imprinting the knowledge of paintings on visitors' memories, supporting the coupling between the visitors, the guide system, and the artwork (Klopfer & Squire, 2008) by using AR technology, and helping visitors Table 6 Adjusted residuals table of the nonguided group. keep their memories of…”
Augmented Reality and Virtual Reality in Education. Myth or Reality? (2019, background): “Learning becomes more enjoyable and effective, even when it comes to exploring and knowing abstract concepts or complex phenomena, and this thanks to the possibilities of visualization and realization of the concepts that this technology makes accessible to the learner [7], [8].”
Mobile Augmented Reality: The Potential for Education☆ (2013, background): “Besides that, Klopfer and Squire (2008) give an even broader perspective on AR, stating it as a situation in which a real world context is dynamically overlaid with coherent location or context sensitive virtual information.”
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning (2009, background): “…an explosion in the amount of young people playing video games as well as the number of children and adolescents using mobile handheld technologies, such as portable music players, gaming platforms, and smart phones (Roberts et al. 2005; Squire 2006; Dieterle et al. 2007; Lenhart and Madden 2007).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “In the broadest terms, augmented reality (AR) can be defined as “a real world context that is dynamically overlaid with coherent location or context sensitive virtual information” (Klopfer & Squire, 2008, p. 205).”
Evaluating virtual reality and augmented reality training for industrial maintenance and assembly tasks (2015, background): “The conjunction of the real and virtual worlds can be implemented either by visual displays that users wear as they move through the world, or by handheld devices (Personal Digital Assistants, cellular phones) (Klopfer & Squire, 2008; Squire & Jan, 2007).”
Augmented Reality: An Overview and Five Directions for AR in Education (2011, background): “…functionality of AR as an improved user interface technology, researchers believe that AR has vast potential implications and numerous benefits for the augmentation of teaching and learning environments (Billinghurst, 2002; Cooperstock, 2001; Klopfer & Squire, 2008; Shelton & Hedley, 2002).”
Current status, opportunities and challenges of augmented reality in education (2013, positive): “Yet, these systems integrate several hardware and software devices and lead to issues like interfacing between multiple devices (Klopfer & Squire, 2008) and stability of the devices (Dunleavy et al., 2009; Squire & Jan, 2007).”
A review of research on augmented reality in education: Advantages and applications (2015, methodology): “For example, in research conducted by Klopfer and Squire (2008), students gave positive feedback about their experience of the combination of the virtual and real environments.”
EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips (2013, background): “…uniquely positioned to achieve this immediate relevance and utility, as students may use tools and media that are not dictated by the curriculum (Klopfer & Squire, 2008), and the activities can draw on tools and techniques that may be available to them outside of the classroom and can be used…”