Home » Collaboration » Augment Reality used on mobile (smart phones) for learning purposes.

Augment Reality used on mobile (smart phones) for learning purposes.


English: Wikitude - location-based Augmented R...

English: Wikitude – location-based Augmented Reality explained. (Photo credit: Wikipedia)

 

‘What was once seen by many as being a mere gimmick with few applications outside of training, marketing/PR or sport and entertainment, is now becoming more mainstream with real opportunities for it to be used for educational purposes’.  FitzGerald et al (2012)

 

‘One of the most compelling affordances of AR is its resonance with immediate surroundings and the way in which information can be overlaid on top of these surroundings, enabling us not only to learn about our environment but also giving us the tools to annotate it’. FitzGerald et al (2012)

 

‘Being able to augment one’s immediate surroundings with electronic data or information, in a variety of media formats that include not only visual/graphic media but also text, audio, video and haptic overlays’. FitzGerald et al (2012)

 

  • Context
  • Explicit intentions

 

‘Mobile AR brings in new aspects: most importantly, it fosters the mobility of the user; their geographical position; the physical place where learning can occur (and also a means to bridge these different places); it can also enable formal learning to connect with informal learning’. FitzGerald et al (2012)

 

  • a portable experience
  • which lends itself to both personal and shared interactions.

 

Problems

 

  • Internet Access
  • Accuracy (outside 10m)
  • Loss of signal/bandwidth
  • Cost of equipment
  • Battery life
  • Sunlight (or artificial light indoors)
  • Durability (water, physical damage)
  • Compromised learning to cope with the limitations of the device
  • Device sharing or loss

 

Opportunities

 

  • Appeal to students of using their devices (Lickin and Stanton Fraser, 2011)
  • Personalised learning through kit and software tools
  • Independent learning
  • Encourages problem solving
  • Collaboration through synchronised interaction
  • Eyetap technology in Google Glass
  • Exploitation of ‘dead time’ (Petit and Kukulska-Hulme, 2007)

 

‘Most noteworthy to teachers was how the technology-enhanced curriculum enacted students’ identities as problem solvers and knowledge builders rather than as compliant consumers of
information…”.’ (Squire, 2010)

 

CONCLUSION

 

What is clear is that we currently have the opportunity to provide immersive, compelling and engaging learning experiences through augmented reality, which are situated in real world contexts and can provide a unique and personal way of making sense of the world around us. FitzGerald et al (2012)

 

REFERENCE

 

FitzGerald, Elizabeth; Adams, Anne; Ferguson, Rebecca; Gaved, Mark; Mor, Yishay and Thomas, Rhodri (2012). Augmented reality and mobile learning: the state of the art. In: 11th World Conference on Mobile and Contextual Learning (mLearn 2012), 16-18 October 2012, Helsinki, Finland (forthcoming).

 

Luckin, R. and Stanton Fraser, D. (2011). “Limitless or pointless? An evaluation of augmented reality technology in the school and home.” International Journal of Technology Enhanced Learning 3(5): 510-524.

 

Pettit, J. and Kukulska-Hulme, A. (2007). “Going with the grain: mobile devices in practice.” Australasian Journal of Educational Technology 23(1): 17-33.

 

Squire, K. D. (2010). “From Information to Experience: Place-Based Augmented Reality Games as a Model for Learning in a Globally Networked Society.” Teachers College Record 112(10): 2565-2602.

 

 

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