RSA1: Augmented Reality in the Classroom
Module
Sources
Additional
Sources
Module
Overview
Augmented reality (AR) is a technology
that allows a mobile device user to view technologically enhanced or altered
images layered on top of the real-time image. This technology can be used on a Smartphone or tablet. The concept of AR is headed in a
direction where technology that surrounds us will be able to sense how we are
feeling and our typical body actions and then react to adjust accordingly. Smartphones and other devices will be
able to detect changes and make alterations according to our preferences. For example, based upon the time
that we come home and our body temperature and heart rate, a refrigerator may
be able to determine the best meal to boost our energy and mood, all by using
the ingredients currently in the refrigerator (Strickland, 2015). AR can be implemented in the classroom
through Inquiry-Based Learning.
This method of teaching allows the students to lead and control the way
they come to the solution to a presented problem (What is IBL?, n.d.). AR can allow this by providing
multiple ways for a student to access additional information.
Overview
of Additional Sources
According to Lee (2012), “AR promises to
attract and inspire learners with the exploration and control of materials from
diverse perspectives that have not been taken into consideration in real life”
(p. 32). AR can be used in the
classroom to build learning experiences that otherwise may not be
possible. It also can allow
students to guide their own learning experience. According to Dunleavy (2014), there are three different
instructional design principles that can be used when incorporating AR into
classroom lessons: enable and then challenge, drive by gamified story, and see
the unseen.
Instructional
Design to Implement AR in the Classroom
For enable and then challenge, teachers
design their lesson to allow students the means to get the information. Then,
the teacher challenges them with a problem or question that they need to solve
before moving on to the next piece.
Another design principle is to drive by gamified story. In this principle, teachers create a
point system to have students learn concepts through playing the game. The third design principle is to allow
students to see the unseen. AR
allows students to access information such as how buildings or people used to
look or act, and to dig deeper into a context by looking into or through an
object. For example, when pointing
a device at a picture of a human body, an image or video could pop up that
shows the organs or bones in the body.
An application that allows teachers to
create their own AR lessons is called Aurasma. This application takes a still image, such as a textbook
cover or a spelling word and links it to a video. This way, students can access the information at their own
pace and as frequently as needed (Klein, 2015). There are many different ways to incorporate this technology
in the classroom and the video below explains various ways AR instructional
design principles can be used.
Comparison
of Module Readings and Additional Sources
Both the module readings and additional
sources agree that while AR can be successfully used in the classroom, it is
important to remember that there needs to be variety in method of
instruction. The different
instructional principles listed above are effective in teaching certain
concepts, but cannot be used to teach everything. According to Dunleavy (2014), “it is not a tool well-aligned
with all forms of effective instruction (e.g., repetition of a key skill set)”
(p. 33). Also, it is important
that teachers determine the learning outcomes before implementing a plan for
use of technology. According to
Mincock (2013), “Most people who interact with AR for the first time have a
mind-blowing experience but fail to consider classroom applications.” If a teacher does not consider
classroom applications and appropriate learning outcomes, AR will only be an
attention-grabbing form of technology, as opposed to a way to promote
inquiry-based learning.
References
Cooper, C. Teaching with Aurasma (Video
file). Retrieved from https://www.youtube.com/watch?v=uHIxYpBW7sc
Dunleavy, M. (2014). Design Principles
for Augmented Reality Learning. Techtrends:
Linking Research & Practice To Improve Learning, 58(1), 28-34. doi:10.1007/s11528-013-0717-2
Klein, E. (2013, May 26). How to use
augmented reality in your classroom. (Web log comment). Retrieved from
http://www.kleinspiration.com/2013/05/using-augmented-reality-
via-aurasma-in.html
Lee, K. (2012). The Future of Learning
and Training in Augmented Reality. Insight:
A Journal Of Scholarly Teaching, 731-42.
Retrieved from http://eric.ed.gov/?id=EJ980168
Mincock, D. (2013, November 4). Augmented
Reality Brings New Dimensions to Learning. Retrieved from
http://www.edutopia.org/blog/augmented-reality-new-dimensions-learning-drew-minock
Strickland, J. (2015, January 1).
Fw:Thinking: The Internet of Things : HowStuffWorks. Retrieved from
http://shows.howstuffworks.com/fwthinking-show/fwthinking-ep1-internet-of-things-video.htm
What is IBL? - The Academy of Inquiry
Based Learning. (n.d.). Retrieved from
http://www.inquirybasedlearning.org/?page=What_is_IBL
