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Enhancing Education on Aurora Astronomy and Climate Science Awareness through Augmented Reality Technology and Mobile Learning

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  • Shih-Yeh Chen

    (Department of Engineering Science, National Cheng Kung University, Tainan 70101, Taiwan)

  • Pei-Hsuan Lin

    (Department of Information Management, National Taichung University of Science and Technology, Taichung 404336, Taiwan)

  • Ying-Hsun Lai

    (Department of Computer Science and Information Engineering, National Taitung University, Taitung 950309, Taiwan)

  • Chia-Ju Liu

    (Graduate Institute of Science Education & Environmental Education, National Kaohsiung Normal University, Kaohsiung 80201, Taiwan)

Abstract

In our contemporary digital age, the profound integration of the internet, mobile devices, and innovative educational technologies has revolutionized the landscape of digital education. This transformation has unfolded a world of possibilities, enriched by the versatility and accessibility of digital learning, transcending temporal and spatial boundaries. The convergence of AR (augmented reality) and mobile learning has emerged as a hotbed of innovation in the realm of education. This study stands at the juncture of climate change education and innovative educational technologies, ushering in new dimensions of learning within the context of aurora astronomy. AR technology vividly elucidates the repercussions of climate change on natural phenomena like the auroras, offering students the opportunity to embark on virtual journeys, exploring the environmental transformations impacting the Earth’s magnetic fields and, consequently, the behavior of auroras. This harmonious blend of innovative technology and climate change education equips students with a profound comprehension of climate change’s real-world implications on awe-inspiring natural phenomena such as the auroras. Hence, this research proposes the application of a teaching model that combines mobile learning with AR to a sixth-grade class in a primary school in Taitung County, Taiwan, specifically applied to the biology and environment unit within the natural sciences and technology curriculum. Furthermore, this research aims to address the relevance of auroras in the pressing global issue of climate change. The results indicate that this approach is able to do more than just boost students’ motivation by integrating AR and mobile learning and delving into the complex interconnections between auroras and climate change within the changing backdrop of Earth’s climate. And, by providing students with the opportunity to study auroras through AR and mobile learning, this research seeks to raise awareness of the interconnectedness of environmental phenomena and promote a deeper understanding of the challenges posed by climate change.

Suggested Citation

  • Shih-Yeh Chen & Pei-Hsuan Lin & Ying-Hsun Lai & Chia-Ju Liu, 2024. "Enhancing Education on Aurora Astronomy and Climate Science Awareness through Augmented Reality Technology and Mobile Learning," Sustainability, MDPI, vol. 16(13), pages 1-16, June.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:13:p:5465-:d:1423537
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    References listed on IDEAS

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    1. Tara J. Crandon & James G. Scott & Fiona J. Charlson & Hannah J. Thomas, 2022. "A social–ecological perspective on climate anxiety in children and adolescents," Nature Climate Change, Nature, vol. 12(2), pages 123-131, February.
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