Develop Elementary Students' Digital Literacy by Creating Augmented Reality Artifacts in a Situated and Cumulative Way

• In Event: Learning Environments for Language, Literacy, and Culture

Abstract

We propose an instructional design framework using Augmented reality (AR) artifact creations to improve elementary students’ digital literacy (DL). The instruction was designed based on social constructivist digital literacy, situated and cumulative learning theory. DL questionnaires, student/teacher interviews, and classroom observations were conducted to explore how 5th and 6th graders’ DL changes after engaging in a 20-week after-school program of AR artifact creations. The results showed that engagement of AR artifact creation in a social constructionist, situated and cumulative learning setting can effectively improve elementary students’ DL in five practice domains: information management, collaboration, communication, creativity, evaluation & problem-solving.

Authors

• Hsiao-Ping Hsu, The University of Texas - Austin

• Wenting Zou, The University of Texas - Austin

• Joan E. Hughes, The University of Texas at Austin

• Chen-Ting Wang, National Taiwan University of Technology & Science