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Learning Science through Knowledge-Building and Augmented Reality in Museums

Although learning science in non-school settings has shown great promise in terms of increasing interest and engagement, few studies have systematically investigated and produced evidence of improved cognitive gains and higher order inquiry skills. Furthermore, little is known about what and how students learn through the digital technologies that are increasingly being used in these non-school settings. Through an experimental design, this study compared four conditions for learning science concepts with augmented reality technologies in a science museum. Using knowledge-building scaffolds known to be successful in formal classrooms, we hypothesized that students would show greater cognitive gains and higher order inquiry skills than when scaffolds were not used. Through the use of digital augmentations, the study also provided information about how such technologies impact learning in informal environments.