Posted in Blog on 20 August 2015
What is Augmented Reality or AR, as it has become more widely known as? AR is a type of immersive learning environment that leverages mobile devices and multi-media and content to enrich and authenticate learning experiences.
Now that’s a mouthful! In simpler terms, it’s just plain cool. Here’s a great example that shows why:
You are the Biology I instructor. You need a way for students to use technology in your classroom, while accessing different types of content. Imagine if you had a series of posters that illustrate the life cycle of a cell. Wouldn’t it be cool if there was a way to show 3-dimensional models of the cell? What about a video that showed the lifecycle of a cell? Perhaps even some quizzes to check student knowledge, or some images that labeled the cell?
Well, with AR all of that and more is possible!
AR allows you to augment the physical environment with text, graphics, audio, video, 3D models and more. These immersive learning experiences provide educators with novel teaching tools and transform learning for students.
Let’s see 3 ways AR can work in your classroom:
The potential power of AR as a learning tool is its ability “to enable students to see the world around them in new ways and engage with realistic issues in a context with which the students are already connected” (Klopfer & Sheldon, 2010, p. 86).
Here are some great reasons why AR should be part of your instructional toolset:
Studies have shown that immersive instruction and learning allows for multiple perspectives, situated learning and transfer of knowledge. AR allows for rich content to be shared in a way that is social, multiple modalities, and provides for self-directed, active learning. Bruner, Driscoll, and Piaget all recognize the importance of this constructivist learning theory and the impact on learning.
By embedding these multiple perspectives within the environment and contextualizing them within a problem-based narrative, AR also affords educators the ability to leverage physical space as an additional layer of content for students to observe, manipulate and analyze (Perry et al., 2008; Squire et al., 2007).
In other words, augmenting the physical environment with digital information transforms that environment into a venue for multiple, otherwise unrealized learning opportunities. (Facer et al., 2004; Klopfer, 2008; Klopfer & Squire, 2008; Liestol, 2011; Morrison et al., 2009; Schmalstieg, & Wagner, 2007; Squire et al., 2007).
Let technology make your job easier! AR can do that!
Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of
science-based augmented reality games. New Directions for Youth Development,
128 (Winter), 85–94.
Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah:
mobile gaming and learning? Journal of Computer Assisted Learning, 20, 399-409.
Klopfer, E. (2008). Augmented learning. Cambridge, MA: MIT press.
* Klopfer, E., & Squire, K. (2008). Environmental Detectives – the development of an
augmented reality platform for environmental simulations. Educational Technology
Research and Development, 56 (2), 203-228.
Liestol, G. (2011). Learning through situated simulations: Exploring mobile augmented reality. Research Bulletin 1, EDUCAUSE Center for Applied Research. Boulder, CO. Retrieved from http://www.educause.edu/ecar.
Morrison, A., Oulasvirta, A., Peltonen, P., Lemmela, S. Jacucci, G., Reitmayr, G, Nasanen, J., & Juustila, A. (2009). Like bees around the hive: a comparative study of a mobile augmented reality map. Conference on Human Factors in Computing Systems. Retrieved from http://portal.acm.org/citation.cfm?id=1518991
Schmalstieg, D., & Wagner, D. (2007). Experiences with handheld augmented reality. In Proceedings of 6th IEEE and ACM International Symposium on Mixed and
Augmented Reality, Japan, 3–15.
* Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation
skills with a place-based augmented reality game on handheld computers. Journal of
Science Education and Technology, 16 (1), 5-29.Tagged in: augmented reality, immersive learning