Employing 3D Printing to Fabricate Augmented Reality Headsets for Middle School STEM Education

2019 ◽  
pp. 241-261
Author(s):  
Daniel A. Tillman ◽  
Ross C. Teller ◽  
Paul E. Perez ◽  
Song A. An
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
3D Printing ◽  
Learning Science ◽  
3D Printer ◽  
School Students ◽  
Mathematics Content Knowledge ◽  
3D Printers ◽  
And Mathematics

This chapter examines the theories, strategies, and techniques for employing 3D printing technologies to fabricate education-appropriate augmented reality (AR) headsets and provides a concrete example of an AR headset that the authors developed. The chapter begins by discussing theories and historically relevant events that provide a context for the chapter's narrative about use of 3D printers to support AR in education. Next, the chapter presents the strategies that were employed while developing and 3D fabricating a custom-designed AR headset that was intended for supporting middle school students learning science and mathematics content knowledge. Afterward, the chapter provides directions and resources for the reader describing how to build the presented AR headset design themselves by using a 3D printer and affordable electronic components, as well as information about how to join the Maker community and participate in the designing and producing of similar projects. Lastly, the chapter delivers a summarization of all findings discussed.

scholarly journals IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES

2019 ◽  
Vol 18 (1) ◽  
pp. 90-104 ◽  
Author(s):  
Ayşegül Ergün
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Grade Level ◽  
Male Students ◽  
Stem Careers ◽  
Career Interest ◽  
School Students ◽  
Grade Level Differences ◽  
And Mathematics ◽  
Descriptive Survey

In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31% of this need will not be met. Therefore, the identification of students’ interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases.

Lessons Learned about Designing Augmented Realities

2011 ◽  
pp. 1-15 ◽  
Author(s):  
Patrick O’Shea ◽  
Rebecca Mitchell ◽  
Catherine Johnston ◽  
Chris Dede
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Literacy Skills ◽  
Lessons Learned ◽  
School Students ◽  
Initial Development ◽  
Design Heuristics ◽  
Handheld Computing ◽  
The Impact

Utilizing GPS-enabled handheld computing units, we have developed and studied Augmented Reality (AR) curricula to help middle-school students learn literacy and math. In AR, students move around an outdoor physical environment, interacting with virtual characters and artifacts on their handheld computer. These “invisible” objects and characters provide clues to help solve a mystery, guiding the students through a process of inquiry and evidence-building. The first AR curriculum we developed, Alien Contact!, is based on a scenario where aliens have crash landed near the students’ middle school. Students, working in teams, learn math and literacy skills in the course of determining why the aliens have come to earth. This study describes the design heuristics used during the initial development and deployment of Alien Contact!, the results of two formative evaluations of this curriculum, and the impact these findings have had on revising our design heuristics for a subsequent AR curriculum about beached whales, called Gray Anatomy.

The Direct and Indirect Effects of Computer Uses on Student Success in Math

2016 ◽  
Vol 6 (3) ◽  
pp. 48-64 ◽  
Author(s):  
Sunha Kim ◽  
Mido Chang ◽  
Namok Choi ◽  
Jeehyun Park ◽  
Heejung Kim
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
Immigrant Students ◽  
Mathematics Performance ◽  
Equation Modeling ◽  
School Students ◽  
Study Results ◽  
And Mathematics ◽  
Mathematics Self Efficacy

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

scholarly journals The Use of the Interactive Whiteboard in Mathematics and Mathematics Lessons from the Perspective of Turkish Middle School Students

2017 ◽  
Vol 6 (3) ◽  
pp. 195
Author(s):  
Nezih Onal ◽  
Cennet Gologlu Demir
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Middle School Students ◽  
Positive Attitude ◽  
Attitude Scale ◽  
Interactive Whiteboard ◽  
School Students ◽  
Students Attitudes ◽  
And Mathematics ◽  
Education In Turkey

It is a great paradox that despite the great importance attached to mathematics education in Turkey, high failure rates are observed among Turkish students in mathematics. For this reason, new applications are implemented in the field of mathematics education in Turkey. One of these applications is the use of technology in mathematics education. Thus, this research aimed to determine the attitudes and opinions of the middle school students towards the use of the interactive whiteboard, which is among the technologies used in mathematics and mathematics lessons. The research is based on a mixed-method research design in which both quantitative and qualitative methods were used. The quantitative part of the study was conducted with 726 students, selected via the convenience sampling method, in 4 different central schools affiliated to the Ministry of Education (MNE) in the Karabük province during the 2015-2016 academic year, while the qualitative part was carried out with 20 participants determined on a voluntary basis. The research data were obtained from the “Attitude Scale towards Mathematics”, the “Interactive Whiteboard Attitude Scale” and the semi-structured interviews. It was found that the participants in the survey had a positive attitude towards the use of the interactive whiteboard in mathematics lessons and that they were positively affected by the interactive whiteboard in learning mathematics. In addition, it was concluded that participants' attitudes towards mathematics and the use of the interactive whiteboard was above average. It was also found that the male students’ attitudes towards the interactive whiteboard were more positive than that of the female students, and the level of positive attitude towards mathematics decreases as the class level increases accordingly. Finally, a low positive correlation was found between students' attitudes towards mathematics and the interactive whiteboard.

Fishy Fun under the Sun

2003 ◽  
Vol 9 (2) ◽  
pp. 78-82
Author(s):  
Deborah A. Moore ◽  
Maria C. Schwarz
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cooperative Learning ◽  
Learning Environment ◽  
The Sun ◽  
School Students ◽  
Ratio And Proportion ◽  
Hands On ◽  
And Mathematics ◽  
Integrate Science

MY FAVORITE SEQUENCE OF LESSONS involves fun and creative activities that are both interesting and accessible to middle school students. The activities described in this article give a teacher one week's worth of lessons that allow geometry and measurement as well as ratio and proportion to be addressed in a cooperative learning environment. These lessons integrate science and mathematics with hands-on exploration using manipulatives.

scholarly journals Investigation of Middle School Students’ Attitudes towards Science, Technology, Engineering and Mathematics (STEM) Education and Determination of the Predictors

2021 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Cennet GÖLOĞLU DEMİR ◽  
Nagihan TANIK ÖNAL ◽  
Nezih ÖNAL
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Stem Education ◽  
Science Achievement ◽  
Career Planning ◽  
School Students ◽  
Science Technology ◽  
Attitudes Towards Science ◽  
Students Attitudes ◽  
And Mathematics

The purpose of the current study is to investigate middle school students’ attitudes towards Science, Technology, Engineering and Mathematics (STEM) education and to determine the predictors of these attitudes. The study was designed according to the relational survey model, one of the quantitative research designs. The sample of the study is comprised of 408 middle school sixth, seventh and eighth grade students. The data of the current study were collected by using a STEM-oriented attitude scale. In order to analyse the collected data, independent samples t-test, one-way variance analysis and stepwise multiple regression analysis were used. As a result of these analyses, it was determined that the students’ attitudes towards STEM vary significantly depending on the students’ gender, grade level, participation in in-school and out-of-school social activities, science and mathematics achievement. The most effective three predictors of STEM were found to be science achievement, being a 6th grader and being female. The state of being female was found to be negatively correlated with the prediction of the attitudes towards STEM. As a conclusion of the study, suggestions were made to eliminate gender-based differences in the attitudes towards STEM, to increase STEM activities in upper grades and for career planning.

Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities

2020 ◽  
Vol 53 (4) ◽  
pp. 277-291 ◽  
Author(s):  
Ryan O. Kellems ◽  
Carrie Eichelberger ◽  
Giulia Cacciatore ◽  
Mikaela Jensen ◽  
Brynn Frazier ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Augmented Reality ◽  
Functional Relation ◽  
Rate Of Change ◽  
School Students ◽  
Mathematics Intervention ◽  
Problem Solving Skills ◽  
Based Instruction ◽  
The Individual

The purpose of this study was to examine the effectiveness of video-based mathematics instruction for seven middle school students with specific learning disability (SLD), using an augmented reality-based training package. The dependent variable was the percentage of steps students performed correctly to solve each type of mathematics problem. The independent variable was the augmented reality video-based intervention, which used video to model the individual steps for solving four types of multistep mathematics problems: (a) addition and subtraction of integers, (b) multiplication and division of integers, (c) using ratio reasoning to convert measurement units, and (d) using multiplication and division to calculate rate of change. Results indicated a functional relation between the video-based mathematics intervention and the percentage of steps completed correctly for each type of problem. All seven participants showed significant gains immediately after receiving the intervention and maintained improved problem-solving skills in at least three out of the four problem categories.

A Study of STEM Assessments in Engineering, Science, and Mathematics for Elementary and Middle School Students

2015 ◽  
Vol 115 (2) ◽  
pp. 66-74 ◽  
Author(s):  
Michael Harwell ◽  
Mario Moreno ◽  
Alison Phillips ◽  
S. Selcen Guzey ◽  
Tamara J. Moore ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Engineering Science ◽  
School Students ◽  
And Mathematics ◽  
Elementary And Middle School

Collaborating to Learn

2012 ◽  
pp. 885-899
Author(s):  
Nita J. Matzen ◽  
William Edward Roberts ◽  
Penny Barker ◽  
Julie Marklin
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Virtual Worlds ◽  
School Students ◽  
Immersive Environments ◽  
3D Virtual Worlds ◽  
And Mathematics ◽  
Middle School Instruction ◽  
Over Time

STEM and ICT Instructional Worlds: The 3D Experience (STEM-ICT 3D) is funded by the National Science Foundation ITEST program. The project proposes to translate the success of earlier projects and reaches toward a model of implementing the use of 3D virtual immersive environments that can be replicated with other middle schools over time. STEM-ICT 3D is intended to inspire middle school students to pursue studies and careers in science, technology, engineering, and mathematics (STEM), as well as prepare students with the skills necessary to succeed in STEM education and careers. This chapter presents an applied case study that describes the design of the project, examines the first phases of implementation, and explores the use of students as technical experts collaborating with teachers, the pedagogical experts, to build 3D virtual worlds for middle school instruction.

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