Relevant Connections

We have looked at the history of AR and what it is. Other areas of this website discuss its potential uses, both in a classroom and training environment. Here, though, we want to focus on the research we reviewed which helped us conclude that Augmented Reality should have a place in education and training.

The three main schools of learning theory are Behaviorism, Cognitivism, and Constructivism. (Ertmer & Newby, 2013). Each of these theories can be supported through the use of augmented reality.

Behaviorism sees the learner as being “reactive to the conditions of the environment” (Ertmer & Newby, 2013). Augmented reality can change the conditions of the environment, thus allowing the learner to be reactive to those changing conditions. By changing those conditions to something different but similar, a carburetor in a Mustang to a carburetor in a Challenger, for example, augmented reality can assist in the transfer of the knowledge about carburetors from one type of vehicle to another.

What about the more active nature of another approach: cognitivism? This theory emphasizes more active learner involvement with things like planning and encouraging them to use appropriate learning strategies. Augmented reality’s change to the environment here could include questions as to how best to proceed and learn the material, giving the learner more agency about how to approach their own learning.

Constructivism is the theory which lends itself best to the use of augmented reality. Constructivism considers, as Ertmer and Newby (2013) note “direct experiences with the environment” critical to learning. Many times, however, that direct experience just isn’t practical. Augmented reality can bring the environment being studied, whether it be an historically significant moment brought to life within the pages of a history book or a virtual science experiment placing the equipment needed as an overlay onto the student’s room. “Knowledge emerges in contexts within which it is relevant.” (Ertmer & Newby, 2013)

Finally, let’s consider how augmented reality could contribute to West’s Communities of Innovation. (West, 2018). The hacker ethic of the Individual but Socially Influenced COI would find augmented reality to be a tool for examining the complexity of a problem and an aid in visualizing a solution. The group-level COI could use augmented reality for idea prototyping. Working within a virtual environment could encourage the expression of more diversity of skill and cognition. The Organization-Level COI would have the flexibility to test their ideas in a simulated productive environment. Failure is always an option, but in augmented reality, the failure need not be costly. Going back to the drawing board simply entails taking another virtual path.

Augmented reality can truly be the wave of the future of education and training. At this moment in history, almost everyone always has a computer with them in the form of their smart phone. Educators and trainers tend to want their learners to put the cell phones away to learn. Wouldn’t it be more effective to have them pull their cell phones out and use them to see a new, augmented reality and learn from that? For some ideas on how that can work, see the Potential Uses page now.