This is Part 2 of a mini-series of essays…if you haven’t read Part 1 – Go here.
Defining Augmented Reality
Augmented Reality was earmarked for expected widespread usage in education in the 2011 Horizon Report, due its intersection with “mainstream popular culture” and its potential for use in education (Johnson et al., 2011, p.5.). It is the use of technological devices that allows interaction with virtual information in the physical world. Cabero and Barroso (2016, p.44) provide a useful description: “AR combines the three dimensions (3D) of computer-generated objects and text superimposed on real images and video, all in real time.”
There are two main forms of AR, described by Munnerly et al. (2012) as: artefact-based and geolocated. Geolocated AR uses GPS technology and therefore, physical places and map references, as ‘triggers’. This form of AR has great educational potential, however, due to the inaccuracy of GPS inside buildings (like classrooms and libraries) this essay refers primarily to the artefact-based form of AR. This is where physical markers or objects are scanned by a camera, which triggers an AR reaction, such as showing an animation, video or audio commentary as though it is hovering in space (beyond the device).
Pedagogical benefits of Augmented Realities
Educators can take advantage of the popularity of Pokémon Go, and the associated digital literacies young people have developed through playing it, by using AR to reach curriculum goals. AR brings significant potential to complement and enhance existing curriculum work with computers, video and printed books (Munnerly et al., 2012). Multiple research studies have documented many pedagogical benefits of the use of AR in education, including: increased student engagement and motivation, deeper understanding of complex concepts, its appeal to various learning styles and intelligences and improvement in academic results (Cabero & Barossa, 2016; Fitzgerald et al., 2013; Green, Lea & McNair, 2014; Johnson et al, 2011; Munnerly et al., 2012; Nincarean, Alia, Halim & Rahman, 2013).
It has been widely reported that AR favours the implementation of a constructivist methodology, which is indicative of the potential for higher-order thinking and deep learning, as well as complementing the development of skills such as collaboration and communication (Antonioli, Blake & Sparks, 2014; Cabero & Barroso, 2016; Green, Lea & McNair, 2014; Luckin & Stanton Fraser, 2011). The many benefits of the use of Augmented Reality technologies justify the push by digital technology specialists to incorporate AR into curriculum delivery. If it is embraced by Educators and Teacher Librarians, it can act as an effective tool for engagement as well as a powerful tool to help develop 21st century skills.
If you would like to keep reading, visit the last post (for now!) on the topic – Embracing an Augmented Reality – Part 3
