Abstract:

This paper explores how immersive technologies can improve the learning process among young students.

Two elements are examined:
1) good practice to design Mixed Reality learning materials, and
2) the role of scientific storytelling in engaging students in science related topics.

In this contribution Mixed Reality (MR) is defined as a hybrid of Augmented Reality (AR) and Virtual Reality (VR) environments. Being possible to mix the functions and tools proper of both these technologies, today learning materials that contain markers and VR scenarios at the same time can easily be designed and developed even by teachers. In such various learning environments students - with or without an avatar - can move through different resources and keep focused on the learning aim.

In this paper, they are described the main characteristics that MR digital resources should have to be effective. Not only the core digital resources such as virtual tours and 360° augmented pictures are described, but also other additional learning materials specifically designed to provide a storytelling that engages young students in science and related topics.

The results may support the thesis that AR environments can lead students to develop an aptitude for deepening didactic contents, while immersive Reality tools can simulate a learning process based on first person experience.

The work presents the results of an actual experience carried on at the lower secondary school “G. Pascoli”, in Anzola dell’Emilia (Italy) during geography and science classes. The classes, involved in a project on Climate Change fostered by the PNRA (Italian Research Program in Antarctica), could virtually visit Antarctica through an originally designed interactive storytelling environment based on MR learning materials. This simulated field trip experience aimed to let the students be engaged on the topic and get a different learning perspective when studying Antarctica before meeting in class with some members of a former scientific expeditions. Students used MR didactic materials in class on the interactive board first, and then individually at home with different kinds of devices. At the end of the activity, they answered a questionnaire that gave some evidence of the relation between different functions of the virtual environment and their engagement. Most of the students replied they could move easily in the immersive environment and could nearly live the experience as a sort of journey. What is more interesting is that they believe the experience was useful to better understand the topic they were about to study, and they also express the wish to repeat more learning experiences with MR tools.

Keywords:

Mixed Reality, cognitive process, engaging learning, geography.