Implications of Too Much Tech...

Results Overview

My action research study looked to explore the impact of augmented reality in the math classroom. There were two essential research questions I was looking to answer: (1) Does the use of AR improve student achievement? (2) Will students who utilized AR throughout a unit report being more engaged than those who did not? The results of this action research did not show a significant difference between the results of the control group (Group A) and the experimental group (Group B) for both achievement and engagement. On a 20 question pre- and posttest, Group A showed an average of 6.3 points growth. Group B showed an average of 5.5 points growth on the assessment. Although both groups showed growth, Group A displayed a greater increase, along with a higher average overall-score of 15.8 on the assessment compared to 15.6 (the averages were very close). The post-unit self-reflection survey (scored using a Likert scale measuring from one to five with three being the neutral score), used to measure engagement, revealed that both groups were engaged throughout the unit. Group A displayed a slightly higher average engagement score at 3.75, while Group B scored an average of 3.56. In this blog post, I will discuss some of the implications of my research and explore why the use of AR wasn't the definitive source I predicted it would be for increasing both achievement and engagement.

Overuse and Loss of Focus

When technology tools are overused in the classroom, there are a variety of problems that may arise. In the context of my action research project, I believe using the same technology tool, HP Reveal, for consecutive five days qualifies under the category of overuse. Students were enthralled by HP Reveal on the first day. They were amazed by its capabilities and that from a picture or tag, they could have an image or animation pop out at them! From day one they were in awe, but with each day that followed the buzz became softer and softer. This new and exciting technology tool quickly grew old to students, especially after they saw it in action a few times. It is amazing how a tech tool that excites them so much can lose its cool factor so quickly. In the beginning, I noticed that they were almost being distracted from the content by the technology, but then as the unit progressed, they cared less about the use of the tech tool and started to lose sight of its purpose. Julia Klaus wrote an article for Classroom.com about how students can become overly impressed with the sophistication of new technology and then lose focus to the new information being communicated in the lessons. This is exactly what I witnessed in my classroom. Students were so enthralled by the tool itself, that the content did not grab their attention, the technology did. Group B, the experimental group, had more opportunities for distraction throughout the geometry unit because they were using the AR tool, which was new to them.

The excitement and engagement factor of this tool died down much quicker than expected. As mentioned, Group B used HP Reveal for five consecutive school days. I believe I could have done a better job in varying the way it was incorporated (checking answers, looking for hints, partial completed work). I believe it would have been beneficial to use HP Reveal in a variety ways, such as for error analysis, scavenger hunts, or for a developing clean-looking interactive word wall. Scott Jaschik speaks about how "exemplary professors determine the content and format of a course and figure out when and where digital tools will help students best in understanding content and acquiring skills." Here, the pedagogy is what matters. You should not incorporate a tech tool for the sole purpose of just using it. Instead, the tech tools you use should drive instruction, enhancing the content you are exploring with students. I did not use HP Reveal only because it was going to do the best job at enhancing the Geometry content for students. The driving force behind the decision to use HP Reveal was that it fit into the timeframe needed for the purpose of my research. HP Reveal really is a great tool to incorporate into your classroom, but I would definitely suggest not using it five days in a row, especially when it might not be the best tool for the job. Additionally, I suggest spreading the use of this tool out in order to maximize its novelty when used. Sean Coughlan, from BBC News, states that "students who use tablets and computers very often tend to do worse than those who use them moderately." However, he later goes on to say that you should not use this as an excuse not to use technology, but rather to find a more effective approach to incorporating it.

Other Tools

In the engagement survey, students reported being engaged by tools other than the AR incorporated throughout the unit. Many students responded positively to the volume proof videos we watched. This shows that students were still engaged by the technological aspects of the lessons, but not necessarily the specific AR aspects. It is also important to note that they enjoyed the proof videos because these videos provide more meaning to the volume formulas and increase the depth of knowledge students apply to many geometric equations. Additionally, I would have liked to use different and more interactive geometry-based AR tools (such as the Shapes 3D app), but we do not have to required hardware to use such apps. If this app could have utilized, I believe the students would have been much more engaged. Perhaps, then, their engagement would have been maintained through a variety of tools, rather than the use of one tool on repeat over a five-day span. Also, this would have allowed me further opportunity to use AR in a different/more creative ways than using it as an AR answer key.

Pixabay image by Natureaddict CC