=Paper=
{{Paper
|id=Vol-3691/paper60
|storemode=property
|title=Exploring Technological Education: An Augmented Reality Sandbox
|pdfUrl=https://ceur-ws.org/Vol-3691/paper60.pdf
|volume=Vol-3691
|authors=Adriana Peña Pérez Negrón,David Bonilla Carranza,Mirna Muñoz
|dblpUrl=https://dblp.org/rec/conf/cisetc/NegronC023
}}
==Exploring Technological Education: An Augmented Reality Sandbox==
https://ceur-ws.org/Vol-3691/paper60.pdf
Exploring Technological Education: An Augmented
Reality Sandbox
Adriana Peña Pérez-Negrón1, David Bonilla-Carranza1 and Mirna Muñoz-Mata2
1 Universidad de Guadalajara, CUCEI, Blvd. Marcelino García Barragán 1421, Guadalajara, Jalisco, 44430, Mexico
2 Centro de Investigación en Matemáticas Zacatecas, Calle Lasec y Andador Galieo Galilei, Mz 3 Lt 7 Quantum Ciudad del
Conocimiento, Zacatecas, 98160, México
Abstract
Extended reality (EX) is permeating the Education aim, but it is still a field to explore. In this paper, a
first developed by the University of California Sandbox based on Augmented Reality for the users to
interact with graphics that are modified following the users’ sands interplay, was presented at a Festival
for elementary school students. With the purpose of spreading the use of extended reality for education,
the Festival assistants were asked for possible applications at their scholar programs. Sixty-three
participants who tried the device answered a three-question brief questionnaire. All of them expressed
enjoyed using the Augmented Reality Sandbox. The answers on how to apply the device for learning
range from recreational and artistic activities to scientific and technological ones. It is important to
consider that the incorporation of these technologies in the classroom is no longer as expensive and
difficult as it was in the past.
Keywords
AR, Extended Reality, elementary school students, active learning 1
1. Introduction
Those technologies that merge reality with virtual environments were described by Milgram and
Kishino [1] as a continuum of Mixed Reality (MR) that goes from the real environment on one end
to Virtual Reality (VR) on the other, passing through Augmented Reality (AR) and Augmented
Virtuality (AV). MR is then the real world with virtual items within a single displayed
representation, anywhere between reality and virtuality [2]. MR has become a complex concept
that fluctuates across time following technological trends, linguistic meanings, and narratives [3].
These technologies are now gathered under the term Extended Reality (XR) which encompasses
the spectrum of realities assisted by immersive technologies, they are intended to extend our
sense of reality by blending it with a computer environment.
However, the different XR technologies present specific features:
VR’s purpose is to immerse the user into a virtual world.
AR enhances the virtual world with digital or virtual elements.
AV can be understood as the virtual world enhanced by the real world, using, for example,
physical objects for digital feedback.
Conversely, interacting with the world is fundamental to the learning process [4]. Although this
isnot always possible, and therefore an appropriate way to generate a context based on authentic
learning activity can benefit from XR. The XR can be a valuable substitute for a real situation,
providing a first-person experience and allowing the spontaneous acquisition of knowledge that
requires less cognitive effort compared to traditional educational practices [5].
CISETC 2023: International Congress on Education and Technology in Sciences 2023, December 04–06, 2023,
Zacatecas, Mexico
adriana.ppnegron@academicos.udg.mx (A. Pérez-Negrón); jose.bcarranza@academicos.udg.mx (D. Bonilla-
Carranza); mirna.munoz@cimat.mx (M. Muñoz-Mata).
0000-0001-6823-2367 (A. Pérez-Negrón); 0000-0002-8590-4865 (D. Bonilla-Carranza); 0000-0001-8537-2695
(M. Muñoz-Mata)
© 2023 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
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Educational XR may provide students with visual, experimental, and self-directed learning to
directly experience some physical properties of objects and events, changing the point of view to
access new and/or unusual perspectives or interact with objects to discover or study hidden
elements and evaluate the effects of different manipulations on objects [6].
Back in 2002, Winn described two special characteristics with which XR technologies can
contribute to learning, that is, reification and inscription. Reification is the process through which
a phenomenon that cannot be directly perceived and experienced in the real world, due to specific
qualities of the objects, can be perceived and interacted with in XR for learning. This empowers
students to experiment in a virtual learning environment something they might not be able to
experience in the real world, probably the most important contribution of XR technology to
learning. And, the word inscription, represents an alternative to referring to external
representations instead of internal ones such as images or mental models [7], aspects that provide
understanding and facilitatethe learning process.
1.1. Augmented Reality on Education
In recent decades, the integration of AR into educational applications has significantly growth,
particularly since the advent of mobile devices. [8] sated that while early challenges such as high
costs hindered its widespread adoption, the subsequent integration of AR into mobile platforms
has fueledits use in education, leading to numerous applications designed to enhance teaching
and learning. Qualitative reviews highlight the positive impact of AR on students' learning
achievements and motivation; however, according to [8] a limited number of quantitative meta-
analyses have been conducted, indicating the overall effectiveness of AR in education, where the
role of technology in learning underscores the need to consider both technical aspects and
pedagogical strategies for optimal student learning.
A study conducted by [9] focuses on the perceptual characteristics of AR from a user's
perspective: contextuality, interactivity, and spatiality, derived from Azuma’s definition of AR
[10]. Contextuality emphasizes the integration of virtual and real elements allowing the overlay
of digital information onto the real world. This contextuality, unique to AR, offers opportunities
for situated scaffolding. For learning, AR's contextuality can enhance authenticity and grounding
in reality. The second characteristic, interactivity, highlights the real-time responsiveness of AR
elements to user input, fostering intuitive and natural interactions with virtual objects. This
interactivity not only supports individual learning outcomes but also facilitates collaborative
learning, enabling users to observe and interact with virtual elements collectively. And, the
spatiality characteristic of AR, emphasizes the registration of virtual elements within the 3D real
world, offering advantages for learning spatial structures and relationships. This study identifies
research questions related to each characteristic, to deepen the impact of AR on learning
experiences. Overall, it underscores the user-centric perspective in exploring the educational
potential of AR and advocates for comprehensive empirical studies to address the identified
research gaps.
In [11] it is recognized the AR dual nature of combining digital and physical information in real-
timethrough electronic devices. As the authors stated, AR has demonstrated its effectiveness in
facilitatingstudent learning and creating meaningful experiences, generating different benefits,
such as increased motivation, improved academic performance, active student engagement,
autonomy, and the promotion of digital competence. Their study introduces an approach by
employing bibliometric analysis, scientific mapping, and co-word analysis to explore the state of
affairs in AR within the educational field, specifically using the Web of Science database. The
justification lies in addressing the existing gap in this particular bibliometric perspective and
contributing to the literature's understanding. The study's objectives encompass assessing
scientific production, determining the evolution of AR in education, identifying prevalent topics,
and recognizing influential authors. The research is exploratory, aiming to reveal insights and
guide future studies, ultimately representing progress in scientific understanding and providing
a foundation for subsequent research endeavors.
The incessant search for innovative and effective methods must be a constant in Education,
this paper describes the experience of an AR prototype presented at a festival for elementary
school students
2. Augmented Reality Sandbox
Augmented Reality Sandbox is a dynamic and transformative tool, designed to elucidate concepts
of watershed hydrology and topography, often abstract for students. It consists of a video
projector, an Xbox Kinect sensor, and open-source software — a product of efforts from the
University of Californiaat Davis, W.M. Keck Center [12]— the sandbox projects a topographic map
onto a sandy surface, thatgets adapted to real-time modifications made by users. While museums
and introductory geoscienceclasses are the primary beneficiaries, the simulations allow for a
deeper understanding of hydrogeological phenomena.
The University of Vermont (UVM) has taken this tool a step further, introducing enhancements
such as digital visualization of bathymetry, additional climate varieties, and precise climate
simulation controls [13]. Moreover, thanks to 3D printing based on LiDAR data, it is possible to
accurately replicate specific topographies, giving students a clear perspective on particular
hydrological processes. In courses like Applied River Engineering at UVM, understanding of
topographic map constructions, drainage patterns, and the impacts of climatic events on
topographies is enhanced [14].
The AR sandbox was constructed, Figure 1 depicts a sketch of the structure and
measurements, on the left and a partially constructed sandbox on the right in which can be seen
the actual sand in the box
Figure 1: AR sandbox sketch and a partially constructed one
Studies like that of Wu et al. [15] reinforce the idea that AR can facilitate learning by offering
meaningful experiences. AR in the educational realm, although promising, is not without
challenges, including teacher training and curriculum adaptability. Therefore, we decided to place
the sandbox ata festival aimed at primary school students and directly ask them where to apply
it.
2.1. AR sandbox in the Papirolas Festival
The AR sandbox constructed intended to use three-dimensional models to observe conceptual
changes like erosion in real-time, and educational models. It was presented at the “Papirolas
Festival 2023” which stood out by introducing groundbreaking technology, promising to reshape
primary students' interaction with knowledge.
The Papirolas Festival is a multicultural, educational, and innovative space that takes place
annually in the city of Guadalajara, Mexico, and as an extension in some cities in the interior of
the state of Jalisco since 1995, 28 years ago. It lasts five days in which take place workshops,
shows, exhibitions, thematic pavilions, contests, awards, activities and special guests, training
conferences for teachers and parents, as well as an area of stands and sponsor pavilions, are held.
Its mission is to contribute to cultural, creative, educational, intellectual, and physical
development and universal human values, to promote social awareness in boys, girls, young
people, and their environment [16].
Therefore, AR was selected because it permeates the educational world, while the focus should
remain on the student, this technology should be adapted to the context and the learner [17]. Next
is a list of suggestions for the AR sandbox application [18]:
• Terrain Modeling: Users can shape mountains, valleys, and rivers in the sand, which are
identified by sensors and visually projected with realistic effects.
• Water Simulation: Creating depressions in the sand can simulate water, including rivers
and lakes, showing flow and movement in real time.
• Weather Interactivity: Potential rain or snow effects on the terrain, altering the landscape
interactively with hands.
• Geography: Teaching about geographical concepts such as watersheds, topography, and
ecosystems.
• Collaboration: Multiple people can work together to build and modify landscapes,
encouraging teamwork.
• Games and Challenges: It may include games or challenges that require modifying the
terrain to achieve specific objectives.
• Science Exploration: It allows users to experiment with physical concepts like gravity,
erosion, and mass conservation.
• Dynamic Visualizations: The projection changes dynamically as users interact with the
sand, offering immediate feedback.
• Environmental Education: It can be used to teach about environmental impacts and
sustainability.
• Events and Presentations: It is ideal for museums, science fairs, and educational events to
demonstrate interactive technology and teachings.
Figure 2 shows the displayed starting image in the AR sandbox with rabbits on the land and
fishes on the water, and Figure 3 elementary school students interacting with it. Some of the
interactants answered a very short just three-question questionnaire.
Figure 2: Starting image at the AR sandbox
Figure 3: Elementary school students interacting with the AR sandbox at the Papirolas Festival
2023.
2.2. Questionnaire
The questionnaire had only six questions, three of them to establish the age, gender, and
scholarship of the participant, one to see if they enjoyed the experience, and two more to
understand how they would use it in the classroom. The last three questions were:
1. Did you like the device? Yes, or not
2. In what subject at your school would you use it? With open answers, and
3. For what topic? Also, with an open answer.
2.3. Participants
Sixty-three participants answered the questionnaire. Twenty-four were not elementary
school students, most of them were undergraduate students (i.e., 22), one Ph.D. and one
professor, with anaverage age of 24 years old, 14 males and nine females. There was also a kinder
garden 4-year-old female participant. The rest of them (i.e., 38) were in elementary school, 17
females and 21 males, with an average age of 9 years old as follows:
● Six in the first year
● Four in the second year
● Seven in the third year
● Five in fourth year
● Six on fifth year
● Three in the sixth year
● Four in the first year of the second level
● Two in the second year of the second level, and
● One of the third year of the second level.
Two participants, one of kinder and one in the first year of elementary school could not come
outwith an answer for the subject or topic to use the AR sandbox.
2.4. Results
All the participants expressed that they liked the device. Table 1 shows the answers of the
adults about the subject and the topic they would use it in their school program. And Table 2
shows those students from elementary school.
Table 1
Subjects and topics suggested by adults
Number Subject Topics
1 Arts Everything in general
2 Science Ecosystems
Animals and nature
1 Natural science Temperature changes in the atmosphere
1 Physics Gravity
8 Geography The earth and plants
Ecosystems and regions
The earth surface
The ocean
Terrains
1 Anatomy Body parts
2 Meteorology Atmospheric pressure
Tides
Subsoil
3 None of them None
1 Psychology Relaxation for autistics
2 Chemistry Periodic table of elements
For metal identification
1 Technology Devices
1 Topography Soil
Table 2
Subjects and topics suggested by elementary school students
Number Subject Topics
1 Arts Drawing
16 Science The ocean
Earth surface
Weather
Plants and woods
Drawing mountains
To play
For animals’ identification
To play with fishes
Drawing ecosystems
Earth planet
Natural phenomena
1 Drawing Drawing
3 Spanish The alphabet
12 Geography The continents
Countries and capitals
Layers of the Earth
The Earth
Earth temperature
The relief of the earth
To create maps
2 History Commercial routes
War places
1 Play Playing with sand
1 Mathematics Addition
As can be observed, not surprisingly because it was its first intentional use, Geography seems
to be the subject with more topics to explore in the device, as well as subjects and topics related
to nature.
As can be seen by comparing both tables, elementary school students refer to various topics
witha generic name of science. However, despite the age difference and experiences, both groups
propose practically the same topics, showing the possibilities of the use of the AR sandbox. From
both Tables,the most mentioned subjects were Geography mentioned 20 times, and Science 18
times, most of them of the elementary school students.
3. Conclusions and Future Work
In this paper, we explored the possibilities of constructing devices that use AR to enhance the real
world for a better comprehension of certain phenomena from the real world. An interactive and
attractive alternative that nowadays does not represent a great cost for its implementation.
In the future we plan to include learning purposes within the AR sandbox, to compare this
learningapproach with the traditional one.
References
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