Authors Note: some small updates were made to this post on 28/03. Changes include providing image credits, and minor edits to the length and grammar of the post.
Augmented Reality can be incredibly helpful in the classroom, as it allows learners to get physical, hands-on interactions with manipulatives while also experiencing activities they may not have access to in the typical classroom (Bujack et al., 2013). It has the potential to completely re-invent teaching as we currently know it, as well as increasing student motivation (Bower et al., 2014).
Once again, Osmo has presented us with an incredible tool that can assist students’ learning while fostering creativity in the classroom, Osmo Pizza Co. Osmo Pizza Co is an incredible piece of technology; students sell pizzas made in the real world to virtual customers, and give them their change. Osmo Pizza Co is behaviourist in nature, as students are rewarded when they are correct and there is a negative response when they are wrong. Due to the nature of the activity, it is rooted in games-based learning, which can be a fun way to increase motivation for students (Squire, 2006).
Osmo Pizza Co can be used in a mathematics environment; in the NSW Mathematics syllabus MA2-AR-02 requires Stage 2 students to “interpret problems involving money” (NESA, 2022); students playing Osmo Pizza Co must work out how much change to give their customers based on what they pay. Levels can be made easier, where change is only given in notes, or more difficult in which students must give coins as change too.
While at first it may seem as though Osmo Pizza Co cannot be used to foster creativity, it certainly is possible. By requiring students to give change in specific ways, such as asking for as many coins as possible, or requiring students to use as few notes and coins as possible, students are encouraged to think of creative ways to do mathematics.
CC by Ashleigh Norsa
As discussed in the Osmo Words post, Osmo tools are not always accessible in the classroom due to their cost, and there are concerns about long-term gamification reducing motivation (Hanus & Fox, 2015).
Another limitation evident in Osmo Pizza Co is that it does not use Australian currency. Coins provided by the game are 1c, 5c, 10c, and 25c, and notes are $1, $2, $5, and $10. This may cause confusion for students as they are not the correct denominations of money they are used to.
CC by Ashleigh Norsa
CC by Ashleigh Norsa
References
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented reality in
education – cases, places and potentials. Educational Media International, 51(1), 1-15. https://doi.org/10.1080/09523987.2014.889400
Bujack, K. R., Radu, I., Catrambone, R., MacIntyre, B., Zheng, R., & Golubski, G. (2013). A
psychological perspective on augmented reality in the mathematics classroom. Computers & Education, 68, 536-544. https://doi.org/10.1016/j.compedu.2013.02.017
NSW Education and Standards Authority (2022). Mathematics K-10 syllabus: Content. NSW
Curriculum. https://curriculum.nsw.edu.au/learning-areas/mathematics/mathematics-k-10-2022?tab=content
Squire, K. (2006). From content to context: Videogames as designed experience. Educational
Researcher, 35(8), 19-29. https://doi.org/10.3102/0013189X035008019
Hi Ashleigh,
Another amazing blog post that I really enjoyed reading. I really like how you have defined Augmented reality and within that tied in how it can be implemented in the classroom. You have really effectively identified and explained which pedagogy Osmo Pizza uses and have also provided a great example of how Osmo Pizza can be used in the classroom with the NSW syllabus to back this up. However, in the future, it might be beneficial to mention the skills students gain and enhance when interacting with Osmo Pizza as a way to show how it fosters student's creativity, for example computational skills.
Thanks,
Olivia Spanswick
11/04/23
Hi Ashleigh,
Great blog post. I thoroughly enjoyed reading it. You did a great job defining augmented reality its use in the classroom. I think Osmo Pizza Co is a great tool to use in the classroom, I too discussed this technology. It is such a fun and exciting technology to incorporate into the class. You have outlined which pedagogy it uses as well as backed up you’re writing with great references. Additionally, adding the limitations of this technology is helpful for teachers as it is allows them to see the benefits and negatives prior to using the technology. In future, possibly providing a greater understanding of how Osmo Pizza Co fosters creativity would be helpful. Overall, you have done…
Hi Ashleigh,
Another great post! I really enjoy reading your ideas and the information you present on the technologies we use in class. I really liked that you defined AR and narrowed down your context to education. I really liked how you addressed the limitations of Osmo Pizza, I would have liked to see if there are any solutions or alternatives you might have recommended to increase or keep motivation?
Still, This is a really informative post that gives fellow teachers lots to consider! Well done
Emma W
Hi Ashleigh!
You've done an amazing job outlining the usefulness of AR technology in education. I particularly liked your in-depth analysis of Osmo Pizza Co in all its aspects both positive and negative.
Additionally, I liked how you presented specific syllabus outcomes as it connects with the potential lesson that can be taught using Osmo Pizza Co. Certainly, the denomination and gamification issues are important and I'm glad you discussed them as well.
Perhaps a consideration for stage-appropriateness would be important as older students may feel unmotivated and younger students may feel overwhelmed by Osmo Pizza Co.
Regardless, well done and I look forward to reading more!
Victor Sweeney (45964815)
27/3/23
Hi Ashleigh, I really enjoyed reading about your research on Augmented Reality. The Osmo Pizza Co provided integration of real-world objects and virtual scenarios is a great way to promote hands-on learning and problem-solving skills. As you mentioned, the game Incorporated into a mathematics environment is a smart approach to teaching concepts like money and change. Additionally, the game's potential for creativity can encourage students to approach problem-solving in innovative ways. Additionally, it is important to note that the cost of Osmo tools and concerns about the long-term effects of gamification on motivation may limit its accessibility and efficacy in the classroom. Great! Xin li 26/03/2023