Effect of an Augmented Reality Supported, Simulation-Based Immersive Learning Environment on Students' Complex Problem-Solving Abilities

This study examines the usage of an Augmented Reality (AR) supported, simulation-based immersive learning environment to teach complex problem-solving skills. This study focuses on comparing student performance in complex problem solving between those that learn using AR supported, simulation-based group problem-solving activities as opposed to those learning through non-AR supported group problem-solving activities. This study consisted of a pretest and posttest control group design which evaluated the individual performance of forty-eight participants on a complex, real-world problem solving, written examination. This investigation included the use of group observations as well as group interviews within the process. The treatment group participated in AR supported, simulation-based group problem-solving exercises that focus on complex problem solving. The control group participated in a non-AR supported version of the simulation-based group problem-solving exercises that focus on complex problem solving. The AR supported, simulation-based immersive learning system used replicated the tasks and responsibilities of the flight crew and mission control team for the retired NASA Space Transportation System or “Space Shuttle.” The simulation system included the launch phase, orbit insertion and subsequent landing at the Kennedy Space Center with the addition of in-flight emergencies to replicate complex problem-solving events. The results of this investigation demonstrate that an AR supported, simulation-based immersive learning system can significantly make a difference in student complex problem-abilities as determined by a written test. This difference was also supported by the observations of the Research and Control group participants and the selected interviews conducted during the investigation.