Card of the learning path
Card of the learning path
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General topic of the learning path
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Evolutionary Biology and Bio-Inspired Adaptation |
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Specific name of the learning unit
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Human Evolution: From Early Hominins to Modern Humans |
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Age of the target users
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14-18 years |
| Requirements for the learner | Basic knowledge of biology, including concepts such as adaptation, ecosystems, and evolution. Familiarity with using smartphones or tablets for educational purposes is recommended. No prior experience with Augmented Reality is required. |
| Description of the learning unit | This learning unit explores human evolution as a bio-inspired process shaped by environmental pressures and natural selection. Students investigate how early hominins adapted to changing environments and how these adaptations led to the emergence of modern humans. Through the use of Augmented Reality, learners interact with 3D models, evolutionary timelines, and skeletal comparisons, transforming abstract evolutionary concepts into tangible and engaging learning experiences. |
| Subject: Parties involved | Biology (evolutionary biology and human origins), STEM-based learning, and Augmented Reality–supported education |
| Keywords | Human evolution, hominins, bio-inspiration, adaptation, fossils, natural selection, Augmented Reality, 3D models, evolutionary timeline |
| Key qualifications, skills and knowledge that can be acquired |
Understanding of human evolutionary processes and key evolutionary stages Experience with AR-based scientific investigation and inquiry-based learning |
| Resources and didactic aids used | Augmented Reality applications and platforms (e.g. Delightex);3D evolutionary models (including human evolution models from Sketchfab); visual timelines and fossil reconstructions; mobile devices or tablets with AR capabilities; teacher-guided discussion and reflection activities |
| Assessment criteria and evaluation | Student learning is assessed through participation in AR-based activities, completion of interactive exploration tasks, and contribution to discussions and group work. Evaluation focuses on students’ ability to identify evolutionary adaptations, explain relationships between environment and anatomy, and apply bio-inspired reasoning. AR-based assessments support formative evaluation, while reflective tasks provide insight into conceptual understanding. |