Augmented Reality

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Define augmented reality and explain 3 reasons it might help promote learning in new ways.

     “Augmented reality is using technology to superimpose information on the world we see… [it] adds to the reality you would ordinarily see rather than replacing it” (Emspak, 2016).  Without the need for special (and sometimes awkward) equipment, teachers and their students can easily utilize augmented reality (AR) to enhance content—and they should. 

     AR applications facilitate interactive learning environments that increase comprehension.  In a recent review of research, Akçayır and Akçayır found that “most of the studies [they reviewed] reported that AR technology in education leads to “enhancement of learning achievement” in educational settings.  Numerous studies [also] indicated that AR promotes enhanced learning performance” (2016).  Why does this happen?  Because AR in an opportunity for interaction.

     “Augmented Reality is a technology enriching the real world with digital information and media, such as 3D models and videos, overlaying in real-time the camera view of your smartphone, tablet, PC or connected glasses” (2016).   Many classrooms have one-to-one integration with iPads or other tablets.  Even for classrooms that don’t, students can still access interactive experiences with what little a teacher may have.  Many parents would be open to downloading free AR applications on their smartphones—all teachers have to do is share the information. 

     Once students have a taste of AR, they won’t want to go back to learning without it because AR fosters intellectual curiosity.  “Born in the digital era, your students will be continuously stimulated with augmented reality.  They will be excited by new ideas and think critically about the world around them.  Introducing augmented reality to your students will enable them to discover unknown passions and inspire their future endeavors” (2016).  

Describe 3 ways that companies are creating AR products for use in educational settings.

     Companies are creating AR products to breathe new life into books and puzzles.  Students invest much of their spare time with a controller and screen—time that teachers have no control over.  Applications such as Popar and Interactive AR make the content of once-static materials come to life.  “When you order one of [Popar’s] products and…it arrives you download the app that comes with it; while reading through the book or chart you will have the opportunity to use the app to make the content come alive” (Burch, 2016).  Interactive AR’s stance is that “engaging kids in educational content is harder than ever, and asking them to read a standard printed book will be a tough sell; but asking them to build a puzzle or read an AR book and just enjoy themselves is much more plausible and enjoyable for everyone involved” (2016). 

     The simple act of coloring is also getting a facelift with AR technology.  Quiver Vision and Crayola Color Alive are two applications that will allow students’ creations to become interactive.  Does coloring need improvement?  According to the people at Quiver Vision, “technology is prompting kids to leave traditional toys and methods of entertainment in the dust; if the more traditional mediums don’t keep up with technology then they’ll find themselves abandoned by kids everywhere” (Burch, 2016).  The developers at Crayola Color Alive agree.  They don’t want coloring to become an activity of the past, but they also want AR to be embraced by youth.  To motivate kids to use their app, they use familiar and beloved characters.  “Brand recognition is important and it will aid in adoption of this new form of technology utilizing AR; kids will be more interested to try this out with one of their favorite characters form Frozen” (2016).

     GEO AR Games isn’t blind to the fact that kids don’t play outside as much as they used to, and they are using AR to help change that.  “GEO AR Games is working on games which are similar to Pokémon Go in the sense that in order to play, kids will need to go outside with a smartphone or tablet and move around…anyone with a smartphone or tablet can use it, and it encourages kids to go outside and play” (Burch, 2016).  Even if teachers cannot find a link to curriculum, GEO AR Games will foster imagination and fun.

Describe one criticism of using AR in the classroom.

     Most of the AR experiences currently available for classroom applications aren’t adaptable for students with special needs.  For example, a large part of the student population is composed of small children.  AR has a lot to offer and the benefits shouldn’t be postponed until a student is a particular size.  Most AR applications involve sight and only sight.  Developers need to work on applications that accommodate the vision-impaired population.  Although not classified as a special need, many students don’t have access to technology that supports AR, whether at school or home.  The intention of AR is to enhance learning, not create a divide between the haves and the have-nots (2017).  Until it encompasses everything that the student population is, this will be difficult to avoid.

Describe pedagogical contributions of AR, challenges of using AR in the classroom, and two areas for further research in AR.

     Although AR was introduced as a training tool for Air Force and airline pilots, it can now be used with students at any grade level and in any content area because there is no need for anything other than the knowledge of AR and a smartphone or tablet.  AR is taking learning to places previously unimaginable.  It promotes the development of critical thinking and problem solving skills while promoting communication through collaboration.  AR also supports student comprehension in areas that were previously solely abstract.  “By displaying virtual elements alongside real objects, AR facilitates the observation of events which cannot easily be observed with the naked eye” (Akçayır & Akçayır, 2016).  AR applications allow students to work independently, providing immersive learning-by-doing situations.  Overall, AR provides highly engaging, enjoyable, and interesting learning events that put paper-and-pencil learning to shame.

     Along with the numerous pedagogical benefits of AR, challenges exist.  Aside from what I have already addressed (students with special needs, fair and equal access, safety), teachers are often a huge hindrance.  As the lead facilitators in any classroom, they are also going to be responsible for embedding AR into the content standards and incorporating it into the curriculum.  Unfortunately, many teachers exhibit inadequacies when it comes to using technology.  To solve this problem, professional development must be provided, along with the tools to implement AR in the classroom.  In many districts, this will require money that is sometimes hard to find.  An even bigger obstacle?  Teacher desire to learn.  Many teachers are tech-resistant and complacent with their instructional practices.  The only way to address this is through district initiatives that require teachers to meet technology standards while providing the necessary resources. 

     There are many gaps in the research on AR.  One area involves the design and usability of AR applications with students as the focus.  More information on learners’ opinions about usability and their personal preferences needs to be garnered to accommodate classroom needs.  Another area that requires further research is AR design and implementation with diverse populations.  Most AR applications have been designed for and used by the middle-school-and-above, sighted population.  This eliminates a wide variety of learners from experiencing AR and all that it has to offer.  I am looking forward to the future and how all learners can be accommodated with AR.

Aurasma Studio 

Explain how and for what purpose your Aura might be used in an educational setting.

     I envision students using Aurasma to embed themselves into experiences that relate to classroom content.  My Aura from the Toledo Zoo is an example of what a student could embed into a report on Giant Gourami or a way to report on a field trip experience.  It could even be used as a way to express a journal prompt with media.  What did you do this weekend?  I went to the Toledo Zoo and you won’t believe what the Giant Gourami did to me!  With Aurasma, the creative purposes are only limited by the imaginations of the teachers and students—that, and lack of teacher know-how!

If your product were more sophisticated or further developed, what potential do you envision for it to make learning more or less engaging?

     Aurasma will allow me to give students experiences to interact in ways that make the content more applicable to their personal lives.  I would go through the Algebra textbook and make an Aura for every lesson in the student book.  Imagine the chapter on slope?  I would have roller coasters, ski jumps, cars careening down mountainside roads, hikers climbing steep trails…the students would never have the chance to ask me when they would see ANYTHING in the real world because I would embed reality throughout their entire textbook with Aurasma!

Resources

Criticisms of augmented reality. (2017). Retrieved February 11, 2017, from https://augmented-reality-in-education.wikispaces.com/Criticisms of Augmented Reality

L. (2016, January 26). 5 reasons to use augmented reality in education. Retrieved February 11, 2017, from http://www.augment.com/blog/5-reasons-use-augmented-reality-education/

Emspak, J. (2016, March 22). What is augmented reality? Retrieved February 11, 2017, from http://www.livescience.com/34843-augmented-reality.html

Burch, A. (2016, October 14). 12 companies working on AR technology for kids. Retrieved February 11, 2017, from https://touchstoneresearch.com/12-companies-working-on-ar-technology-for-kids/

Akçayır, M., & Akçayır, G. (2016, November 5). Advantages and challenges associated with augmented reality for education: a systematic review of the literature. Retrieved February 11, 2017, from https://www.journals.elsevier.com/educational-research-review/

How augmented reality works. (2016). Retrieved February 11, 2017, from http://www.augment.com/how-augmented-reality-works/