Augmented reality (AR) is an interactive experience of a real-world environment where the objects that reside in the real-world are "augmented" by computer-generated perceptual information, sometimes across multiple sensory modalities, including visual, auditory, haptic, somatosensory (sensation) , and olfactory (smell).[1][2] The overlaid sensory information can be constructive (i.e. additive to the natural environment) or destructive (i.e. masking of the natural environment) and is seamlessly interwoven with the physical world such that it is perceived as an immersive aspect of the real environment.[3] In this way, augmented reality alters one's ongoing perception of a real-world environment, whereas virtual reality completely replaces the user's real-world environment with a simulated one.[4][5] Augmented reality is related to two largely synonymous terms: mixed reality and computer-mediated reality.
Wikipedia.org
- Good definition and comparison of Augmented Reality (AR) and Virtual Reality (VR)
Wang, X. (2012). Augmented reality: A new way of augmented learning. eLearn, 10. doi:Wang (2012) warns that because AR follows a constructive learning theory it does not generate consequences for students' actions as needed, compared to a behavioral learning environment; however, AR can be used to bridge the gap between practical and theoretical learning practices along with real and virtual components being blended together to create a unique learning experience
10.1145/2380716.2380717
- In terms of Actionbound consequences can be built in through quizzes and completion of tasks that are assessed at the end of the experience
Collins, A., & Halverston, R. (2009). Rethinking education in the age of technology: The digitalAR also relates to the just-in-time learning theory. This theory suggests that students learn information that they need to know now. Collins and Halverston (2009) stressed that teachers should "reconceptualize" how they view learning and "rethink" what they should teach. AR allows them to do both of these things by letting educators use a new and engaging technology to view aspects of the real world in a different way.
revolution and schooling in America. New York: Teachers College P
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatoryDunleavy et al. (2009) discussed the possible connection between the situated learning theory and AR. According to situated learning theory, learning occurs naturally during activities. Some AR situations, like Alien Contact /, allow students to use real-life experiences to facilitate learning. Some learning will occur naturally, as they go through their problem-solving environment. Students will use social interaction and collaboration to learn from one another
augmented reality simulations for teaching and learning. Journal of Science Education and
Technology, 18('), 7-22
Rigby, C. S., & Przybylski, A. K. (2009). Virtual worlds and the learner hero: How today's videoRigby and Przybylski (2009) identified that AR can be linked to the self-determination theory (SDT). SDT defines learning that occurs through motivation. People have the natural tendency to do what is healthy, interesting, important, and effective. The virtual learner hero situation created in the virtual worlds focused on in this study determined that students are engaged because they are in charge of their own learning. The same concepts can be applied to an educational setting.
games can inform tomorrow's digital learning environments. Theory and Research in Education ,
7(2), 214-223.
Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students' flow experienceFlow theory describes how people who are engaged in meaningful activities are more likely to stay focused. Bressler and Bodzin (2013) investigated a science gaming experience in relation to flow experience. Their study had a mean flow experience score of 82.4%, which indicates that the average student experienced flow throughout the science mystery game that they played on an iPhone. This particular type of AR, as well as various others, connects their real- world surroundings to learning in a new and engaging way.
during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6),
505-517. doi: 10. 1 1 1 1/jal. 1
Combining the technologies helped to enhance the learning experience, which is similar to research done by Kamarinen et al. (2013) who pointed out that the combination can help to enhance the learning experience in a way that neither could do alone.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M.S., & Dede, C.Using probeware and sensors to collect data and AR technology to guide and visualize helps to bring a more student-centered dynamic to a learning experience, resulting in gains in student engagement and content understanding (Enyedy et al., 2012; Kamarinen et al., 2013).
(2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education
field trips. Computers & Education , 68, 545-556. doi:10.1016/j.compedu.2013.02.018
Billinghurst, M., & Dunser, A. (2012). Augmented reality in the classroom. Computer, 4Research shows that the use of AR, regardless of grade level or subject area, allows students to be actively engaged in the learning process.
"Building and using AR scenes combines active complex problem solving and teamwork to create engaging educational experiences to teach science, math, or language skills, and studies have found that this activity enhances student motivation, involvement, and engagement"
(Billinghurst & Dunser, 2012, p. 60).
Bressler, D. M., & Bodzin, A. M. (2013). A mixed methods assessment of students' flow experienceBressler and Bodzin (2013) found that players involved in gameplay within the building did not fully utilize the GPS on their mobile device, since the students were familiar with their surroundings. This seemed to reduce the overall cognitive load; however, location-based AR can add a new level of frustration when students are placed in an unfamiliar place, where they must rely on GPS navigation to complete gameplay.
Using AR technologies that include both audio and visual components can allow students to use their cognitive abilities to retain information more efficiently based on cognitive load theory.
during a mobile augmented reality science game. Journal of Computer Assisted Learning, 29(6),
505-517. doi: 10. 1 1 1 1/jal. 1
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatoryDunleavy et al. (2009) showed that the GPS failed 15-30% during the study. A GPS error refers to either the software of the GPS itself or incorrect setup. This was considered the "most significant" malfunction. Other malfunctions identified in this study were the ability for the devices to be effectively used outdoors. The glare from the sun as well as the noisy environment could impair the learning of the student.
augmented reality simulations for teaching and learning. Journal of Science Education and
Technology, 18('), 7-22
Morrison, A., Mulloni, A., Lemmela, S., Oulasvirta, A., Jacucci, G., Peltonen, P., Schmalstieg, D.,Morrison et al. (201 1) identified that students who collaborate in teams score higher than students who worked on their own. These multi-user teams need to share information with each other. Therefore, one of the challenges identified in this study is the need for developers to create places for collaboration among team members. Without this additional platform, the successfulness of the AR environment can be compromised.
& Regenbrecht, H. (201 1). Collaborative use of mobile augmented reality with paper maps.
Computers & Graphics, 35(4), 789-799.
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatoryOne issue identified in Dunleavy et al. (2009) determined that some AR situations can be dangerous. In this particular Alien Contact ! scenario, students must look at their handheld devices to participate. When engaging in activities outdoors the students are unable to work on their devices and watch where they are going simultaneously. Therefore, students were found to be wandering into roadways and needed to be redirected to safety by teachers.
augmented reality simulations for teaching and learning. Journal of Science Education and
Technology, 18('), 7-22
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatorySome AR simulation games require a significant amount of complex material the student must process. For example, running the mobile device, using the AR software, following the navigation, completing all the required tasks for the activity, and collaborating with peers about the information, can be quite daunting tasks, even for a student who is advanced at multitasking. Teachers are always looking out for the best interest of their student resulting in worry that AR simulations may cause students to have cognitive overload. Students reported cognitive overload when participating in an outside AR game, and teachers could expect this to be more likely to happen when students are in an unfamiliar area (Dunleavy et al., 2009
augmented reality simulations for teaching and learning. Journal of Science Education and
Technology, 18('), 7-22