Forest Classroom: A Case Study of Educational Augmented Reality Design to Facilitate Classroom Engagement

Abstract

The transition from kindergarten to primary school involves preparing students for a more structured classroom-based learning environment, which is typically different from the play-based model in kindergartens. Building on the Forest Room concept, which connects restless and disengaged students to nature as a calming medium, this case study describes the design of a combined storybook and augmented reality application to provide a literacy primer that integrates this concept. The design case study is presented relative to three frameworks that review the support for educational content, motivation and engagement mechanisms, and features of the AR application. This serves to validate the design process relative to these criteria and identifies opportunities for enhancement, including opportunities for meaningful interaction. The resulting application demonstrates appropriate design strategies to support its target age group and focus. It provides a stimulating and flexible learning activity that can be readily integrated into the classroom and that supports the kindergarten transition to appropriate classroom behaviour by encouraging active engagement and collaboration, blending aspects of both outdoor and classroom-based activities.

Keywords

• augmented reality
• kindergarten transition
• design
• engagement
• literacy primer