Topic 5: Augmented Reality

AR is a continuum spanning between the reality and virtual environment (Milgram et al., 1995). Virtual objects with AR can be overlaid onto the real world (Alzahrani, 2020). Thus, virtual objects can coexist with real objects in the same AR space (Bower et al., 2014).

The physical limitations of the world can be surpassed with the kinaesthetic and 3D experiences AR provides. Kinaesthetic learning is about “learning by doing”, which can bring time-efficient teaching and learning of new content (Alzaharni, 2020). Thus, AR in classrooms can enhance the efficacy of instruction and magnify learning experiences.

An academic affordance of AR is that it reduces cognitive overload and thus, cognitive efficiency increases in

students if they are provided with “perfectly situated scaffolding” (Bower et al., 2014). The other key affordance is the “physical transcension” of AR (Bower et al., 2014). For instance, students who lack visualisation skills can envisage abstract concepts or physically experience micro and macro objects in AR-enriched activities (Alzahrani, 2020).

Physical experiences widen students’ extent/scope of knowledge intake (Weerasinghe et al., 2020). For instance, learning is optimised in AR game-based learning (GBL) because it is “learning by doing” that stimulates higher-order thinking skills (Alzahrani, 2020). AR GBL places students in a role, entrusting them ownership of their own learning through embodiment and play that creates authentic experiences (Bower et al., 2014).

Zombies, run! is a gamified running experience that does not foster creativity and cannot be aligned with educational curricula.

^{Running with Zombies, run! AR app – All-New Zombies, Run! Trailer by Zombies, run!}

Draw your game fosters creativity since players can create their own game to play but it cannot be used academically.

^{An example of Draw your game created by Hanah Park}

Thus, the aforementioned apps can be used as an introductory tool to AR.

Now, the following two are examples of “pre-packaged learning experiences” (Bower et al., 2014). Although these can be used to assist instruction in classrooms, creativity is limited.

• The concept of pi can be physically transcended with Quiver in classrooms.

^{Introduce pi with Quiver to help students visualise the concept of pi. Tip: lay the computer screen completely flat to achieve the same results of a printout sheet. Video by Hanah Park}

• Merge Cube is effective for learning {these} concepts that are hard to visualise

^{Teach about the earth or the solar system with Merge Cube. Video by Hanah Park}

Finally, Metaverse promotes creativity because students can create own experiences in storytelling, games, quizzes, etc. It can become an academic GBL if it is app-smashed with Koji.

^{Students can create their own mathematics revision on Metaverse and play Koji games at the end as a fun reward for completing the revision. Video by Hanah Park}

Download Metaverse app and scan the code below to try the experience!

Students learn best when they actively create and manipulate real objects, and personally interested (Bower et al., 2014).

Overall, AR has the potential to enrich students’ educational experience by transcending a regular education and creating augmented education in place. Yet, the challenges of AR should not be underestimated, such as cost or technical issues.

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References

Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences 2020, 10(16), 1-21. doi:10.3390/app10165660

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. doi:10.1080/09523987.2014.889400

Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for STEAM education—a case study. Education Sciences 2020, 10(8), 1-15. doi:10.3390/educsci10080198

Milgram, P., Takemura, H., Utsumi, A., Kishino, F. (1995). Augmented reality: A class of displays on the reality-virtuality continuum. In Proceedings of SPIE. 2351(1). 282-292

Weerasinghe, M., Quigley, A., Ducasse, J., Pucihar, K. C., & Kljun, M. (2019). Educational augmented reality games. In V. Geroimenko (Ed.), Augmented reality games II: The gamification of education, medicine and art (pp. 3-32). Cham: Springer International Publishing.

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