Incorporating Student Work into Augmented Reality

The creative design process is a great catalyst for learning. British Columbia's ADST curriculum encourages the use of the design process at many different levels. Augmented reality can fit several different aspects of the design process, as steps or goals. As teachers push forward with "making" in their classrooms with the use of 3D printers and other technology, AR provides opportunities to prototype and reflect as well as be the product itself.

Placing student work in Augmented Reality faces a significant technological obstacle: file formats. While conversion opportunities exist, avoiding conversion steps allows for a more consistent process with less problem solving. Many different standard file formats exist for 3D objects, each with strengths and weaknesses. Without going into too much detail, data included in the file might include: the shape itself, colours, colour mapping, texture mapping, and animation details. Apps that allow for sculpting may or may not account for each of these characteristics, resulting in different selection options. That said, these challenges are becoming more easily overcome and are less of a barrier than they may have been in the past.

The use of Makerspaces are becoming increasingly common in schools, with 3D printers driving increased familiarity with 3D modeling applications such as Sketchup and TinkerCAD. Blender, an open source application for 3D modeling and animation, is also increasingly available to educators. Filament and resin for 3D printers can be expensive, however, and the use of AR as a way to preview a draft or present a model beyond the size a 3D printer could be valuable. This use of AR also presents a niche opportunity for students considering future career paths.

Creating Models and Building AR

This video was created under the premise that students could be involved in a 3D modeling task such as creating a home in Sketchup, an online modeling program that is free for educational purposes. While TinkerCAD is another excellent option, it has fewer options for exporting the models, and would require the additional step of conversion before importing into MyWebAR. Blender, another option already mentioned, has a steep learning curve that makes it less likely to be used in class.

The purpose of AR in this case would be to share a finished product with other students or parents who have access to a AR enabled device, most likely a mobile phone. 

As this video demonstrates, students who are already familiar with creating 3D models may be able to take that extra step into creating an AR experience that can be easily shared.

Discussion

Does implementing AR into Makerspace programs add sufficient value to the design process?

Please add your thoughts in our ETEC 523 blog thread.

Again, if you are so inclined and have the time, try creating a 3D model in Sketchup, an AR session in MyWebAR and share your QR code to this Google Group Conversation: https://groups.google.com/g/a2-augmented-reality-in-education/c/1WQHngvWh9I/m/I7xSr3sJAwAJ