Teaching and learning in the mixed-reality science classroom

Lisa Tolentino, David Birchfield, Colleen Megowan-Romanowicz, Mina C. Johnson-Glenberg, Aisling Kelliher, Christopher Martinez

Research output: Contribution to journalArticlepeer-review

46 Scopus citations


As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

Original languageEnglish (US)
Pages (from-to)501-517
Number of pages17
JournalJournal of Science Education and Technology
Issue number6
StatePublished - 2009


  • Chemistry
  • Digital media
  • Inquiry learning
  • Interactivity
  • Mixed-reality
  • Titration

ASJC Scopus subject areas

  • Education
  • Engineering(all)


Dive into the research topics of 'Teaching and learning in the mixed-reality science classroom'. Together they form a unique fingerprint.

Cite this