Hardware in Classrooms: Augmented Reality

Augmented Reality (AR) is an emerging technology that has the potential to pave the way for future education in ways that we are yet to even see (Poh, 2017). The technology superimposes a computer-generated image on a user's view of the real world, providing a composite view with continuous and implicit user control of the point of view and interactivity. According to Azuma (1997), AR has three characteristics: combining the real and virtual worlds, having real-time interaction with the user, and is being registered in a 3D space.

  

Versions of AR technology are already available in the form of software applications like Sky Map, for instance. For schools that have already integrated tablets into their education system, AR can be readily adopted by purchasing such software for these devices. However, it is expected that more specific AR hardware devices will become available in the future. Current AR technology is limited to use on smartphones and tablets which don't allow for the seamless blending of information with reality that is required for a fully immersive AR experience (Poh, 2017). Holding up a physical device like a tablet or smartphone distracts from the experience but more wearable AR-enabled devices like Google Glass are being developed. These devices are emerging technologies however and so are expected to be initially very costly and therefore not easily adopted into a lot of existing school systems. 

Augmented Reality devices can be used by both teachers and students however, and have a myriad of possible uses in education to enhance a user's perception of and interaction with aspects of the real world. The user can move around the three-dimensional virtual image and view it from any vantage point, just like a real object (Mehmet, 2012). Klopfer and Squire (2008) showed, the usage of AR enables learners to experience phenomena that are not possible in the real world, like chemical reactions and virtual solar systems, for example.

The technology can also enhance collaborative tasks by merging virtual and real worlds to enhance face-to-face and remote education. 

Physics teacher, Andrew Vanden Heuvel, taught from inside the Large Hadron Collider in Switzerland, streaming what he sees through a beta prototype of Google Glass to his students thousands of miles away. The video below demonstrates a "Hangout" feature of the hardware that has potential for team collaborations in projects and assignments. A further extension could include students being able to interact with objects seen by the wearer of the AR device and get additional information on the objects. 

Another interesting application of this technology is in augmented reality textbooks. These books are printed normally but pointing a webcam at certain images allows for 3D visualisations and other imaginative and interactive media types (Poh, 2017). Therefore the technology compliments and enhances existing learning systems in schools rather than simply replacing them. 

Although the technology is still relatively new and in its early stages of development, there is already significant research demonstrating its impact on learning. Research has indicated that AR systems could help learners develop similar skills to those obtained through current ICT in classrooms, but at an enhanced level of efficiency (El Sayed, Zayed & Sharawy, 2011).  Rosenbaum et al. (2011) have shown that the real world experience offered by AR learning enhanced learners' understanding of dynamic models and complex cause and effect relationships. Furthermore, AR environments could increase students' motivation, which may help them develop better investigation skills and gain a greater understanding of the topic being looked at. It has been shown that students' spatial abilities can be improved after using AR applications. Although some research has indicated potentially adverse effects on learning such as low engagement (Kerawalla et al, 2006). While teachers seem to recognise the benefits of using an AR system in classrooms, they claim they would like to have more control over the content in the system so they could adapt the specific needs of their students.

Therefore AR, like a lot of emerging technologies, has shown to have benefits on student's learning by enhancing understanding and building of skills. However, there have been some negative effects, including distractions from tasks, lack of control by teachers as well as issues with the cost of the technology, which impacts how readily AR can be adapted into classrooms. 

References

Azuma, R. T. (1997). A Survey of Augmented Reality. Teleoperators and Virtual Environments, 355-385.

Google Glass. (2013, May 3). Explorer Story: Andrew Vanden Heuvel [Video file]. Retrieved from https://www.youtube.com/watch?v=yRrdeFh5-io

El Sayed, N.A.M.  Zayed, H. Sharawy, M. (2011). ARSC: augmented reality student card – an augmented reality solution for the education field. Computers & Education, 56, 1045-1061

Kerawalla, L. Luckin, R. Seljeflot, S. Woolard, A. (2006). “Making it real”: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10,  163-174

Klopfer, E, Squire, K. (2008). Environmental detectives: the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56, 203-228.

Mehmet. K, Yasin. O. (2012).  Augmented reality in education: current technologies and the potential for education. Procedia- Social and Behavioural Sciences, 47, 297-302. Retrieved from  http://ac.els-cdn.com/S1877042812023907/1-s2.0-S1877042812023907-main.pdf?_tid=ed30cbea-74be-11e7-b552-00000aacb360&acdnat=1501375084_9d67bba38cae5d1eb4b4c33e1346793d

Poh, M. (2017). 8 Technologies that will shape future classrooms [Blog post]. Retrieved from http://www.hongkiat.com/blog/future-classroom-technologies/

Rosenbaum, E. Klopfer, E. Perry, J. (2007). On location learning: authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16, 31-45.