An overview of Augmented Reality

What is Augmented Reality?

Augmented reality, or AR, is defined as a real world context that is dynamically overlaid with coherent location or context sensitive virtual information (Akçayir et al., 2016).

Augmented reality supplements our physical, real world experience to reduce cognitive load, attention switching and allowing for increased immersion in learning.

What does Augmented Reality do?

Augmented reality technologies allow for:

The interaction between real and virtual objects in real-time
The combination of virtual and real-world objects
The experience of virtual objects appearing to co-exist in the same environment as real objects, supplementing one another (Arici, Yilmaz & Yilmaz, 2021)
Collaborative interaction between individuals in real-time

Why is AR a fit with Mobile technologies?

Technological Capabilities: While AR technology has been around in various forms since 1968, recent innovations in camera technology, faster wireless capabilities and processor capabilities (such as power and thermal efficiencies) have allowed smart mobile devices, such as phones or tablets, to utilize AR applications.

Access and Cost: In the past, AR applications have relied on more expensive camera hardware and computer processing power, meaning that attainability was out of reach for the general public. With mobile devices being able to now run these applications, anyone with a mobile device that has a camera can use AR, as well as applications being developed specifically for that hardware.

Mobility: With the increasing demand to have information upon request, having supplemental learning based upon the real- world context around the user is highly desirable. Most people travel with a suitable device to run AR technology, making the usage a natural transition.

All of the technologies/apps explored on this OER can be run using a mobile device.

What theoretical frameworks support Augmented Reality usage in education?(click to expand)

Multimedia Principle

AR capitalizes on the idea that students learn better from a combination of words and pictures, building connections between them through simultaneous experience

This can be done through:

Combining physical text with virtual content
Overlaying a physical object with virtual text

Spatial and Temporal Contiguity Principles

Spatial and temporal contiguity principles state that learning is more effective when corresponding words and images are presented in close, simultaneous proximity

AR does this by:

Superimposing virtual content in real-time onto physical objects, creating alignment spatially and temporally
Linking the virtual and physical at the right time and in the right place, which provides a reliable source of information

Learner Control Principle

AR utilizes the principle that learners who are given control may improve attitudes about learning and feelings of agency

AR resources can allow learners to control:

The pace of learning
The sequence of learning
The depth of learning
The scope of the learning
Their level of independence

Why is Augmented Reality being used in educational contexts?

Augmented reality has risen to prevalent consideration in an educational context due to advancements in mobile technologies. AR applications are now widely supported by computers and mobile devices, which combined with more affordable and capable devices has resulted in more accessible experiences. This is in contrast to the initial emergence of AR technologies which required expensive and cumbersome specialized equipment, often out of reach for most educational settings.

What are some of the benefits of utilizing Augmented Reality?

An ever-growing body of literature exists to examine the specific contextual benefits of integrating AR, but some can be generalized to an educational sphere, including:

Users of AR learning experiences are able to understand new concepts in less time and make fewer mistakes than those who do not
Positive impacts on memory, including cueing (memory association), effort (difficulty of mentally searching for a concept) and creating associations (enhances rehearsal of neural pathways)

Arici, F., Yilmaz, R.M., & Yilmaz, M. (2021). Affordances of augmented reality technology for science education: Views of secondary school students and science teachers. Human Behavior and Emerging Technology, 3, pg. 1153-1171. DOI: 10.1002/hbe2.31

AR experiences have demonstrated the potential to shorten learning curves and make the learning more transferrable across learning experiences
Increased informational recall compared to non-AR learning opportunities
Allows for intuitive controls of multimedia learning through the usage of familiar mobile devices, such as cell phones or tablets
Objects for examination are prescribed, limiting distractions, and allow student exploration within structured environments

AR experiences provide students with immediate feedback, shaping their learning
Allows for integration of instructional differentiation by being able to adjust settings to personalized devices, or augment sensory feedback as needed