Using the augmented reality sandbox for advanced learning in geoscience education

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Abstract
Augmented reality is influential in achieving experiential learning in several subjects. In a geoscience classroom where spatial thinking skills and visualization of real-world phenomena is key to enhance understanding, experiential learning through the use of augmented reality sandbox and augmented reality constructs can be very effective. Augmented reality is being successfully used for holistic training in critical applications of medicine, aerospace, robotics and now it is increasingly getting popular in formal education. Geoscience, being is an observational science, poses a challenge for an educator as delivering an understanding of earth processes through geological time scales difficult to achieve in the confines of a classroom. Field based studies have always been complementing geoscience education but they are becoming a logistic headache for many educational institutions. Augmented reality, through the draping of virtual reality onto a physical model, presents a realistic simulation of earth processes which facilitates the design and implementation of experiential learning modes in a geoscience classroom. The current article discusses the Augmented Reality construct and its integration in tutorials aimed at achieving experiential learning for geoscience students. We also discussed extending the use of similar constructs for transitioning student understanding in real-world problems and applications.

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