trish's trek into bookspace | Category | Technology in the classroom

AR APPLICATIONS IN CLASSROOMS – Part 2

The interactive and innovative nature of technology has often been cited as a positive influence on educational outcomes, and this benefit extends to the inclusion of AR in schooling (Oddone, 2019). AR can be used to improve student engagement, address curriculum outcomes and increase digital literacy skills (Oddone, 2019; Saidin, Abd Hali & Yahaya, 2015). It can be used in inquiry learning, recreational and informational reading, improving literacy and numeracy standards, developing STEM and ICT skills, supporting literary arts, visual arts and developing social emotional learning (Saidin, Abd Hali & Yahaya, 2015). Like VR, AR expands learning beyond the textbook and classroom walls, as well as builds those critical digital literacy skills for life beyond the classroom (Wolz, 2019, p.3; Wu et al., 2014).

The most sizable and unique benefit AR has on educational practices is that it uses 3D images to illustrate complex concepts to students (Zak, 2014). By creating these images, AR enables the student to feel a sense of immediacy and immersion which fosters a realistic experience (Wu et al., 2013, p.44). This realistic experience increases the frequency and depth of connections made between the student, the content and the real world (Hannah, Huber & Matei, 2019, p.278; Wu et al., 2013). AR requires the user to activate the augmented data, therefore it can be described as student centred, contextual to the user and is a constructivist approach to education, and consequently aligns itself along the current prevalent pedagogical theories (Wolz, 2019, p.2; Zak, 2014). Hence, when combined with holistic and authentic learning practices, AR has an immense capability to inspire affective learning.

REFERENCES

Hannah, M., Huber, S., & Matei, S. (2019). Collecting virtual and augmented reality in the twenty first century library. Collection Management, 44 (2-4), pp.277-295. DOI: 10.1080/01462679.2019.1587673

Oddone, K. (2019). Even better than the real thing? Virtual and augmented reality in the school library. SCIS Connections. (110). Retrieved from https://www.scisdata.com/media/1921/scis-connections-110.pdf

Saidin, N. Abd Halim, N., & Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.730.8456&rep=rep1&type=pdf

Wolz, K. (2019). Building faculty competence and self efficacy for using ZSpace virtual reality (VR) software in the classroom. All Regis University Theses. Retrieved from https://epublications.regis.edu/cgi/viewcontent.cgi?article=1930&context=theses

Wu, H., Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented realiy in education. Computers & Education, 62. Pp41-49. Retrieved from https://doi.org/10.1016/j.compedu.2012.10.024

Zak, E. (2014). Do you believe in magic? Exploring the conceptualisation of augmented reality and its implication for the user in the field of library and information science. Information Technology and Libraries.

zedinteractive / Pixabay

The technology revolution, pervasive use of the internet and plethora of personal devices have changed the way society engages in employment, recreation, education and personal endeavours.

Educators need to keep abreast of emerging technologies so that they can ensure students possess the necessary digital skills and strategies to thrive in the 21st century (Wolz, 2019). Emanating software such as augmented and virtual reality are being trialed by many teachers seeking methods in which to improve engagement, bolster ICT acuity and meet the needs of the modern student. This article seeks to define AR, identify its role in pedagogical practice, role in meeting curriculum outcomes, and inferences of future applications.

WHAT IS AR

Augmented reality (AR) is when a computer generated layer of information is placed over a person’s experience of the world (Townsdin & Whitmer, 2017; Oddone, 2019). Wu, Lee, Chang & Liang (2013) define AR as technology that uses accurate 3D visual representations to combine real with virtual worlds. Generally viewed using mobile device applications or wearable computers, AR displays the augmented media in the form of images, sounds, videos, graphics or GPS data (Townsdin & Whitmer, 2017; Wu et al. 2013). At this point, AR is already in use within military machinery, theatre, flight navigation, entertainment industry and various mobile applications, i.e. Pokemon Go (Pope, 2018a; Townsdin & Whitmer, 2017). There are two forms of AR. The first form is when an interaction is stimulated between an image and a smart device, and the second is when the GPS triggers the digital information over the user’s location (Oddone, 2019, p.3). Whereas virtual reality (VR) is when a user is completely immersed into an artificial world with the aid of technology (Oddone, 2019). This technology has the ability to flood the senses and trick the mind into believing that the user is actually experiencing the event.

AR resources are activated by an application that ‘reads’ a QR code, image or illustration so that the interactive content is released. Levski (2018) points out that this added material could be as simple as a hidden photo or video, but could also be animated sequences or even an embedded game. The addition of these interactive elements is based upon the gamification principle, which relies on positive feedback to keep students motivated. By supporting interaction between the real and virtual world, AR allows the user to actively manipulate a tangible interface and thus increase the learner engagement and boost information retention (Saidin, Abd Hali & Yahaya, 2015; Wolz, 2019). This interaction means that AR is self paced, promotes independent learning and allows students to progress at their own cognitive capabilities. There is great potential for AR in educational practices, it can be embedded into print or digital resources, used across disciplines, and its multimodal nature gives diverse learners multiple entry points into the content (Levski, 2018).

References:

Levski, Y. (2018). 10 Augmented Reality Books That Will Blow Your Kid’s Mind. AppReal- VR [Blog]. Retrieved from https://appreal-vr.com/blog/10-best-augmented-reality-books/

Pope, H. (2018a). Virtual and augmented reality in libraries. Library Technology Reports – American Library Association, (54)6.

Townsdin, S., & Whitmer, W. (2017). Technology. Public Services Quarterly. 13. Pp190-199. DOI: 10.1080/15228959.2017.1338541

Category Archives: Technology in the classroom

Augmented Reality in the classroom – Part 2

Augmented Reality in the classroom- Part 1

The technology revolution, pervasive use of the internet and plethora of personal devices have changed the way society engages in employment, recreation, education and personal endeavours.