Using Augmented Reality and Virtual Environments in Historic Places to Scaffold Historical Empathy

The authors explore how 3D visualizations of historical sites can be used as pedagogical tools to support historical empathy. They provide three visualizations created by a team at Virginia Tech as examples. They discuss virtual environments and how the digital restoration process is applied. They also define historical empathy, explain why it is important, and discuss how it is taught.     

Factors Predicting the Importance of Libraries and Research Activities for Undergraduates

While prior research has established linkages between undergraduate students' library use, research participation, and success, researchers know little about the importance undergraduates place upon libraries and research activities. Utilizing data from the Student Experience in the Research University (SERU) survey, the purpose of this paper was to examine factors associated with the importance of libraries and research among undergraduates at nine large, public research universities. The results of this study suggest a variety of factors are positively associated with the importance of libraries and research for students, including participation in research activities, interest in medical or research careers, academic engagement, faculty interactions, library satisfaction, and development of library skills, among others.     

Patterns of peer scaffolding in technology-enhanced inquiry classrooms: application of social network analysis

The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content analysis, and a social network analysis (SNA) were performed to identify patterns in group interactions and refine emergent themes. First, nine types of peer scaffolding were identified and found to serve the goals of direction maintenance, cognitive structuring, and simplification. Second, three different patterns related to the high, mixed, and low prior knowledge levels of each group were identified. The high prior knowledge group provided peer scaffolding that focused attention on considerations key to developing their arguments, and this scaffolding may have improved the group’s work. In the mixed prior knowledge group, the students with greater prior knowledge were likely to support those with less prior knowledge. Together, these findings indicate the way students are grouped may impact observable patterns in peer scaffolding. Identifying the difficulties that learners face and the assistance they seek could help instructional designers and teachers identify areas in which students need support during IBL group activities. This study informs educators and practitioners of effective strategies for designing and implementing peer scaffolding to assist inquiry activities in technology-enhanced classroom settings.