Augmented Reality

Augmented reality (AR) can be defined simply as the co-existence of real and virtual objects that is portrayed through a displayed screen (mobile, Computer, other technological devices) that can be manipulated in real time at the same time (Bower, et al, 2014). Thereby, it allows the user to recognize the real world through virtual point of view.

When AR is applied within the classroom in a successful manner it can be very effective in the development of students as learners. Bower & editors (2014) make note that augmented reality that is practiced within classrooms can “increase student motivation” and “shown to improve learning outcomes” (p.5).

Within tutorials we were presented with a multitude of technologies that can be applied in primary and secondary schools. One of the technologies that I took interest in was Virtual T where, one person puts on a AR scanning t-shirt and another scans the shirt with their phone, where you can view different body systems and zoom in and out to see how they look close up. Science is one subject area where AR can be effectively implemented to foster creativity. Akçayır & Akçayır (2017) make note that AR’s key contribution in education is by “enhancing enjoyment” thereby increasing student engagement (p.7). Which in turn as Jesionkowska, et al. (2020) state’s that with an increasement in engagement students will have improvements in “triggering student curiosity” (p.11). Which are key elements in fostering creativity as students become more active in their education and start forming their own knowledge through the use of AR.

By Shah Garcia, these photos are displaying the use of Virtual T, displaying what you can see through the application using your mobile phone

Another AR tool we used in our tutorial class was ZapWorks where we created an AR experience using our laptops and mobile devices. Creating my own AR experience was really engaging, and for a teacher is a fun way to present material in schools since technology is so prevalent in society and schooling. Moreover, I think that teachers could format a task using ZapWorks as it can be effective way to foster creativity. As it can develop range of skills such as technical skills with computers, artistic skill such as computer design and 21st century skills such as problem solving and project management to name a few (Jesionkowska et al., 2020).

By Shah Garcia these images and video displayed show the Augmented Reality I had created using ZapWorks

Limitations of AR are few, mostly they have to do with technical issues that include errors in connection (Geoimenko, 2020 p.191), and it may be unsuitable to large classes and teachers not having the experience to use it (Akçayır & Akçayır, 2017).

References:

Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1-11.

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. [Online access to this article is provided through Macquarie University Library via http://multisearch.mq.edu.au/MQ:PC_PLUS_LOCAL:TN_ericEJ1024515]

Geroimenko, V. (2020). Augmented Reality in Education A New Technology for Teaching and Learning (1st ed. 2020.; V. Geroimenko, Ed.). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-42156-4

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