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Increasing Undergraduate Interest to Learn Geoscience with GPS-based
Augmented Reality Field Trips on Students’ Own Smartphones

Natalie Bursztyn, California State University Fullerton, Dept. of Geological Sciences, 800 N. State College Blvd., Fullerton,
California 92831, USA; Brett Shelton, Boise State University, Dept. of Educational Technology, 1910 University Drive, Boise, Idaho
83725, USA; Andy Walker, Utah State University, Dept. of Instructional Technology and Learning Sciences, 4505 Old Main Hill,
Logan, Utah, 84322, USA; and Joel Pederson, Utah State University, Dept. of Geology, 4505 Old Main Hill, Logan, Utah 84322, USA

ABSTRACT geosciences (e.g., Seymour, 2001; Ashby, component of courses, because these
2006; Fairweather, 2010). Recent reports hands-on experiences inspire students to
Field trips are a reliable method for claim that weak college STEM participa- become geoscience majors (Orion and
attracting students into geoscience, yet for tion, especially among minorities, will Hofstein, 1994; Tal, 2001; McGreen and
many high-enrollment college introductory negatively affect the U.S. economy (Ashby, Sánchez, 2005; Fuller, 2006; Kastens et al.,
courses, field trips are often impractical. 2006; National Research Council [NRC], 2009; Mogk and Goodwin, 2012). The lia-
Furthermore, introductory courses are 2011; Chang et al., 2014). Educators natu- bility of travel and decreasing financial
often taught with a traditional lecture style rally desire to improve the participation and administrative support at many col-
that is poor at engaging students. This and completion rates of all undergraduate leges have made it so that it is becoming
study examines the impact of augmented students pursuing STEM degrees (Chang increasingly rare to have field trips.
reality (AR) field trip exercises on the et al., 2014). Furthermore, for high-enrollment lecture,
interest levels of students using readily online, or broadcast classes, the logistics of
accessible mobile devices (smartphones Most students enroll in introductory a field trip are just unfeasible. In contrast,
and tablets) as a means to provide simu- geoscience courses out of the need to ful- smartphones and tablets are becoming
lated field trip experiences to a larger num- fill their science requirement for gradua- ubiquitous and educational applications for
ber of learners. The results of this study, tion rather than being interested in learn- them are numerous (Dahlstrom and
involving 874 students from five different ing geology (Gilbert et al., 2009; van der Bichsel, 2014; Anderson, 2015).
institutions, show that students who com- Hoeven Kraft et al., 2011; Gilbert et al., Considering students’ high comfort level
pleted three geospatially oriented Grand 2012). Moving from fulfilling graduation with smart devices and gaming, leveraging
Canyon field trip game modules were sig- requirements toward promoting interest is portable devices for education could have a
nificantly more interested in learning the important because research has shown that positive impact on student interest and
geosciences than control students and par- the best predictor of students taking addi- engagement (Bursztyn et al., 2015).
ticipants who completed only one module. tional classes in a subject is interest rather Studies have shown that gaming features
More comprehensively, results from hier- than performance (Harackiewicz et al., contribute to greater student self-confi-
archical linear modeling indicate three 2000; Hall et al., 2011; Gilbert et al., 2012). dence and self-efficacy through increased
strong predictors of student interest in Unfortunately, many higher-education engagement in the activity (Mayo, 2009).
learning the geosciences: (1) the student’s institutions teach high-enrollment (100+ The game-like features of the augmented
initial interest, (2) being a STEM major, students) introductory geoscience courses reality (AR) field trips presented in this
and (3) the number of AR field trip mod- using online, broadcast, or lecture-based research, in combination with conven-
ules students complete. Notably, the race teacher-centered approaches that are rela- ience, low cost, and broad accessibility,
and gender of participants are not factors. tively ineffective at stimulating interest in are anticipated to contribute to a greater
Augmented reality field trips for mobile further learning (Andresen et al., 1996; learning experience. A companion series
devices have potential to be an accessible Mazur, 2009; Deslauriers et al., 2011). of field-trip game modules for smart
and financially viable means to bring field Research has shown that one of the key devices, now publicly and freely available,
trips to a diversity of students who would factors in recruiting new geoscience was tested for impact on students’ interests
otherwise experience none. Results indi- majors is students having an engaging and in introductory geoscience classes at a
cate these AR field trips increase student positive experience in an introductory variety of post-secondary schools.
motivation to pursue geoscience learning. course (Levine et al., 2007; LaDue and
Pacheco, 2013; Stokes et al., 2015). There GRAND CANYON AR FIELD
INTRODUCTION is a clear need for learning experiences TRIP GAMES
in introductory classes that increase the
There has been considerable investment interest of students in order to inspire them Our field trip modules are based on rela-
in addressing low interest, poor prepared- to want to learn more about geoscience. tive GPS locations and conceptualized
ness, and the lack of student success in after the location-based GeePerS math
science, technology, engineering, and Field trips, when practical, are typically games built by the IDIAS lab at Utah State
mathematics (STEM)—including the the most engaging and impactful

GSA Today, v. 27, no. 6, doi: 10.1130/GSATG304A.1 GSA Today | June 2017

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