Using augmented reality and knowledge-building scaffolds to improve learning in a science museum.

Few studies have investigated conceptual knowledge and cognitive skill improvement in informal science learning environments or the impact of digital technologies. This quasi-experimental study compared four conditions using augmented reality and knowledge-building scaffolds in a science museum. Results showed greater cognitive gains with scaffolds and insights into digital augmentations’ impact.

Citation
Yoon, S., Elinich, K., Wang, J., Steinmeier, C., & Tucker, S. (2012). Using augmented reality and knowledge-building scaffolds to improve learning in a science museum. International Journal of Computer-Supported Collaborative Learning, 7(4), 519-541.