H. Kim1, O. Yoon2, J. Han2, K. Nam3

1Korea National University of Education (KOREA, REPUBLIC OF)
2Cheonju National University of Education (KOREA, REPUBLIC OF)
3Kusan National University (KOREA, REPUBLIC OF)
This study aims to present our design and implementation experience of distributed cognition-applied smart learning environments with GPS and Augmented Reality, for elementary geographical education in Korea. Distributed cognition theory guides the systems design of this learning environment in that the theory provides systemic views for particularly, learning with technology. Based on distributed cognition, we analyzed how cognition was distributed mostly among students and artifacts for four lesson activities. Accordingly, we developed Geostory Companion as cognitive partner with students. With the tool, students can gain better understandings of the principles of a map such as 2D, locations, symbols, and directions. The results of implementation indicated moderate or not statistically significant effects of the technology-enhanced learning environment. For analyzing distributed cognition system among subjects indicated limited, however, cognition distributed with each subject has a role such as technology as motivator via offloading, teacher as unfaded-out scaffold, peer as adviser and partner. Also, affordance for interaction evolved from activity to activity due to its multifunction and malfunction. Although the case indicated trial and error in the first year, the potential of the learning environment was observed. The implications for future design were suggested.