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subject, but also the potential for increas-
ing student learning. The AR Grand
Canyon field trips for mobile smart devices
are an accessible, inexpensive resource
that can bring field trips to campus in lieu
of students experiencing none at all.
Furthermore, the findings described here
are encouraging for this AR and other
virtual field trip genre of pedagogy.
Addressing if and how students may learn
better using AR field trips is a critical
question, with promising initial results
(Bursztyn et al., 2016). The psychomotor
aspect of AR field trips holds theoretical
underpinnings that certainly require addi-
tional attention from researchers in how
students remember and recall information.
Teachers are experiencing the dawn of
educational tools for mobile devices in the
form of apps for all ages, including these
Grand Canyon Expedition modules. Now
that the efficacy of these AR field trips
in motivating students to learn is estab-
lished, the important question remaining is
if they are effective at actually increasing
student learning.
ACKNOWLEDGMENTS
We thank our collaborating geoscience faculty
focus group: Dr. Michelle Fleck, Richard Goode,
Dr. Eric Hiatt, and Dr. Laura Triplett. We also
thank all faculty and their students at our partici-
pating test institutions who provided data for this
research. We are most appreciative of the NSF
TUES award #DUE-1245948 that made this
research possible and allowed us to hire Sovrn
Creative of Boise, Idaho, USA, to do professional
programming of the apps.
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