1. Incorporating an Augmented Reality Sandbox in an Online Geology Course
Christine M. Clark
Katherine Ryker

2. Augmented Reality Sandboxes
Augmented reality – refers to the “gray area” between reality and virtual reality
Pokemon Go is augmented reality
AR Sandboxes were first developed in 2002, but have become more affordable and wide-spread in the last 3 years
In addition to positive reactions from students (Woods et al., 2015), Giorgis et al. (2015) hypothesized that the ARS is a more effective tool for teaching topographic maps than traditional 2-D activities.

3. Question
As part of a larger study investigating the effectiveness of using an ARS in teaching topography, we are testing whether online students, who will not be able to freely interact with the ARS, would still benefit from seeing an ARS in action.
Geology of the National Parks is a general education natural science course, commonly taught completely online, including an online lab component.
Lab relies heavily on topographic maps to demonstrate the variation in land surface at the different parks, and thus, the geology.

4. Methodology
Multiple, short (20-60 second) videos using the ARS were developed, captioned, and included with other instructional materials in the course shell
Videos were specifically designed to address only one or two concepts at a time

5. Methodology
Student responses to lab and exam questions related to topographic map interpretation from the Summer session were compared to responses from previous semesters
Semester
Number of students
Summer 2016 20
Summer 2015 16
Summer 2014 19
Summer 2013
Summer 2012 17
Winter 2012
Fall 2011 13
Summer 2011 21
For each question, the number of students who correctly answered the question were compared to the total. The results were statistically analyzed to determine relevance. Max number of students/year. Sometime less if a lab was not turned in.
Questions were somewhat arbitrarily chosen, but we tried to focus on areas where students had traditionally struggled. Thus we examined questions on interpreting elevation of contour lines, gentle vs. steep slopes, U vs. V shaped valleys, and direction of river flow

6. Control question
To try to accommodate variance between different populations from semester to semester, a control question (interpreting a rational scale) was examined
Semester
Right
Wrong
%Right
Summer 2016 15 5
75.00
Summer 2015 14 2
87.50
Summer 2014 13 6
68.42
Summer 2013 17 3
85.00
Summer 2012 11
64.71
Winter 2012
81.25
Fall 2011
84.62
Summer 2011 20 1
95.24
p-value =

7. Results
Using the sketch provided, if this map has a contour interval of 20 feet, what is the correct elevation for point A?
Semester
Right
Wrong
%Right
Summer 2016 18 2
90.00
Summer 2015 12 4
75.00
Summer 2014 16 3
84.21
Summer 2013 8
60.00
Summer 2012 5
70.59
Winter 2012
Fall 2011 10
76.92
Summer 2011 14 7
66.67
p-value = 0.02; Cohen’s d = 0.47

8. Results
In the sketch provided, what is the topography around Point A like?
Relatively gentle
Relatively steep
Very flat land
Cannot tell with the information provided.
Semester
Right
Wrong
%Right
Summer 2016 20
100.00
Summer 2015 12 4
75.00
Summer 2014 18 1
94.74
Summer 2013 15 5
Summer 2012 13
76.47
Winter 2012 9 7
56.25
Fall 2011
Summer 2011 8
61.90
p-value = 0.00; Cohen’s d = 0.81

9. Results
What is the elevation of the Middle Fork of Lee Creek, just north of Chief Mountain Highway (Hwy 17) in the Blackfeet Reservation in the NE corner of the map (using the contour line that the creek crosses near the highway)?
Semester
Right
Wrong
%Right
Summer 2016 10 8
55.56
Summer 2015 3 15
16.67
Summer 2014
44.44
Summer 2013 9
47.37
Summer 2012 5
35.71
Winter 2012 4 12
25.00
Fall 2011 1
9.09
Summer 2011 14
26.32
p-value = 0.02; Cohen’s d = 0.54

10. Results
Study the valley-lowland regions, e.g. the valley containing Echo Lake or Jordan Pond. Are they narrow and “V”-shaped (contour lines are evenly spaced all the way down) or relatively broad with steep sides (“U”- shaped)?
Semester
Right
Wrong
%Right
Summer 2016 13 5
72.22
Summer 2015
Summer 2014 10 8
55.56
Summer 2013 6
68.42
Summer 2012
57.14
Winter 2012 11
68.75
Fall 2011 3
72.73
Summer 2011 9
50.00
p-value = 0.23
While not statistically relevant, it is clear that the student this year still performed at the top of previous sessions in regards to this question.

11. Results Q1 and Q6 pertained to estimating elevation
Q2 and Q5 pertained to estimating severity of a slope
Q3 pertained to direction of river flow
Q4, Q7 and Q8 pertained to U- vs. V-shaped valleys
p-value Q1
0.02 Q2
0.00 Q3
0.16 Q4
0.23 Q5
0.35 Q6 Q7
0.14 Q8
0.49

12. Conclusions
Use of an Augmented Reality Sandbox in online classes to explain difficult-to-understand topographic concepts can improve student performance
Resolution and angle of video are vitally important in relation to the efficacy of the videos
We are looking at revising these videos and implementing them videos in more classes to collect more data

13. Acknowledgments
Thank you to our collaborators…Karen McNeal, Nicole LaDue and Rachel Atkins
Matt King and the Extended Program Office at EMU for assistance with the videos
Funding for our ARS came from the Provost’s Office at Eastern Michigan University
If you are interested in seeing or using these videos, contact me at