Augmented+Reality

Augmented Reality

 * Alisha Ruble
 * Cecelia Baggott
 * John Baggott

Abstract
Augmented reality is now being explored as a possible tool for use in education. This paper reviews current literature on the use of augmented reality in the classroom. Several considerations are given to implementation of augmented reality in educational settings. The considerations include theoretical foundations for use, current research supporting the use, current trends in the application in education and business, and the limitations and challenges of use. Current research reveals that using augmented reality is educationally advantageous as students are immersed into an environment that allows them to live out the role of their designated character. Students who do not always engage in traditional classroom setting can be found actively participating in the activity and collaborating with partners regarding the exercise. While the advantages are prominent educators struggle to overcome several barriers that currently hinder the use of augmented reality in the classroom setting. More time and planning will alleviate some of the discussed issues and allow new technology that is user friendly to take the place of the unreliable technology available now.

Keywords: augmented reality, immersive technology, constructivist approach

Introduction
Immersive media is bringing many new opportunities for engaging students in a virtual environment. According to Bronack (2011) available technologies include simulations, games, virtual worlds, and augmented reality. Each technology engages students through immersing them into another environment, and each is useful in different scenarios. Simulations can be used when students do not have access to live practice, games can be used to teach through playing, and virtual reality can be used to engage students on a social level. While there are a variety of uses for augmented reality education is taking advantage of the available opportunities to enhance student learning through the addition of augmented reality to courses. According to Bronack (2011), “An increasing number of educators are integrating immersive media into core course offerings. Virtual worlds, serious games, simulations, and augmented reality are enabling students and instructors to connect with content and with one another in novel ways” (p 113). Augmented reality brings a greater depth to the learning environment. Vilkoniene (2009) states, “Augmented reality is created putting into practice the display of a computer which affects the user’s senses and provides additional information” (p 37). It blends the virtual world with real world experiences to provide an experience that is close to reality. Vilkoniene (2009) goes on to explain that in augmented reality participants acquire information through several sensory channels. Participants are able to receive information through the sense of hearing, seeing, and touching. Augmented reality provides information through multiple sensory channels making it an engaging experience that is conducive for learning.

[|Augmented Reality] on [|Prezi]

Theoretical Foundations of Augmented Reality
Learning theory provides a firm theoretical foundation for using augmented reality as a part of any course curriculum. Augmented reality fits well into an online course or a traditional brick and mortar classroom. How students acquire information, create meaning of that information, and evolve with the learning experience is supported through augmented reality. Students are able to assume rolls and reside within the lesson making decisions and interacting with circumstances that would otherwise be impossible to create without the virtual element included in the scenario.

Augmented reality provides an environment that is consistent with a constructivist model of learning. Students are able to actively participate in the learning experience and create meaning of the material being presented. Johnson (2009) says that constructivism is student-centered, interactive, and based on a central meaning that is related to student interest. Augmented reality experiences are not only student centered and interesting, but it provides an opportunity to live out situations that have the impact of authentic situations along with other students who are participating. The constructivist model for learning supports the use of activities that engage students collaboratively and allows those students to interact with the learning material as experienced in augmented reality. Garrison (2011) identifies the two purposes of education as constructing meaning from personal experiences and refining the constructed meaning through interaction with peers. Augmented reality provides opportunities for students to actively participate and interact with others in the virtual world.

According to Dunleavy, Dede, and Mitchell (2008) “A student’s engagement and identity as a learner is shaped by his or her collaborative participation in communities and groups, as well as the practices and beliefs of these communities” (p 9). Students utilizing augmented reality have the opportunity to shape their learning identity while experimenting with other possible identities. Dunleavy, Dede, and Mitchell (2008) go on to say that the virtual identities created can intersect with users’ real world identities and help to transform identities to match the virtual world. Students can learn and experience a positive impact in other real world academic environments.

Augmented reality provides information through various sensory channels. This could benefit students learning new material or reviewing material previously learned. According to Clark and Mayer (2011) the cognitive theory of multimedia learning explains that people process information through a visual channel and an auditory channel. Sending too much information through one channel can overload the student and learning may not take place. Augmented reality combines visual, auditory, and touch to create activities. Having more senses involved provides several inlets through which students can acquire information. Students are able to mentally and physically engage in an activity with a constant stream of information flowing in a way such that the learning channels are not overloaded. Augmented reality provides a good structure for learning.

Research Data
Augmented reality is not new technology, but is being more widely used and researched for educational purposes. As educators find new means of uses in course curriculum more questions are posed for research opportunities. One opportunity for research occurred as a direct result of new applications of augmented reality to science classes. Many people questioned the application of augmented reality to building inquiry skills used in science. Squire and Jan (2007) conducted a designed based research project that compared three case studies of students in an environmental science game. There were a total of twenty eight students who participated in the study. They came from an elementary school, a middle school, and an alternative high school with a wide range of experiences. The students’ ages ranged from nine to fifteen, and all read around and eighth grade level. The students participated in an augmented mystery game on the campus of the University of Wisconsin-Madison. The game started with a mysterious death and was followed by the students collecting data, accessing documents, and using inquiry based skills to connect information. After each case study was complete the information was compared to search for evidence that inquiry skills can be enhanced through the game based augmented reality. Squire and Jan (2007) concluded that inquiry based science skills can be developed using augmented reality.

Dunleavy, Dede, and Mitchell (2008) conducted research to investigate how teachers and students understand the ways augmented reality enhances or inhibits learning. The study was a designed based approach that included eighty students and six core academic teachers from two middle schools and one high school. The study took place over year. With government funding and assistance from MIT and the University of Wisconsin at Madison Alien Contact was designed. The handheld game was designed to teach language arts, scientific literacy, and math. Students could move around the school with the handheld device and when GPS triggered the software information would be given to the students regarding clues for collaboration and various academic engagement. There were seven researchers who were responsible for collecting data. They collected one hundred hours of data over the course of the school year. They used Atlas to analyze the field notes and interview information. Case studies were used in a cross case analysis and all three sites were shown to have high engagement. Across all three sites the teachers reported higher student engagement for those who were previously not engaged in the regular classroom. Dunleavy, Dede, and Mitchell (2008) conclude, “The importance of the research detailed in this paper is not the technology itself, but rather what added value the technology brings to the learning environment” (p 20). This research provides evidence that students using augmented reality are more engaged in course material.

Studies have also measured student achievement as a result of using augmented reality. Vilkoniene (2009) reports a qualitative study that was conducted to test the impact on student learning using augmented reality as opposed to traditional books, encyclopedia’s, the internet, and teacher help. One hundred and fourteen students participated and were studying the digestive tract. The students were divided into three groups. One group received traditional methods while the two other participated in augmented reality based learning. The study took place over a three week period of time. To accurately measure academic growth students were given a pre-test and a post test that were composed of four tasks that required critical thinking, reproducing information, and application of information. The pretest did not show significant ability differences in the groups but the post test revealed significant gains for those who participated in the augmented reality. Students who were exposed to the augmented reality practice were able to accurately point to vital organs than those who received the traditional book and internet version of instruction.

Augmented reality is an emerging technology that has been applied to many facets of life. While research in augmented reality has been focused in a variety of areas including student perception, teacher application, and academic growth many questions are left to be answered. Current research is becoming more available and producing new questions that will be addressed as time moves forward and technology continues to increase in availability and use.

Uses of Augmented Reality**In Education**
Augmented reality takes virtual objects and superimposes them into the physical world and is said to, “bridge the gap between the real and the virtual in a seamless way” (Lee, 2012). Many ask how this can possibly benefit the world of education. There is a stereotype about education that would have people think that education cannot be fun and if you are having fun you are not learning (Bonk, 2009). Students today tend to be very engaged in gaming and technology (Lee, 2012). It is commonly known that when the teacher finds a way to connect the student to what they are learning, they perform better academically. When students can connect with their learning they are more engaged and take ownership of their learning as well. Augmented reality can be viewed as a new era of hands on learning.

Augmented reality is still fairly new to the educational world. Many teachers are still not sure how to use it in their classrooms and many districts are still not sold on its value in the classroom. Lee (2012) points out that a lull in money from the government and the fact that little is known about augmented reality has played a great role in the limited use of it in the classroom. Augmented reality can be found on the internet and on mobile devices. These tools are useful in both K-12 environments as well as Higher Education (Lee, 2012)

Several augmented reality tools can be manipulated with movements as simple as what would be required to operate the Nintendo Wii system (Matthews, 2010). Specifically, the LearnAR tool, which was created Specialist Schools and Academies in Britain, is simply a website that requires a webcam and a series of markers. Markers are printed symbols that are recognized through the webcam and then translated through the web interface to produce 3D virtual objects. These objects can then be manipulated by the user. For example, when given the proper marker, a student can safely and scientifically explore things such as one’s internal organs or a series of chemical reactions virtually (Matthews, 2010). Using such training simulations can improve hand-eye coordination. In one study, it was found that surgeons that play video games are faster and more efficient in their work (Bonk, 2009).

When given the tools, augmented reality can be useful in various subjects such as biology astronomy, chemistry, and math and even reading. The concepts being taught can range from simple object recognition to the intricate parts of an atom or molecule. It is believed that, by giving students this technology, they can enhance their knowledge of complex ideas (Lee, 2012). Astronomy students can gather information through the use of their smartphones with the right app by simply pointing their camera into the night sky via Google’s Skymap (Lee, 2012).

In the field of Mathematics, an application called Construct3D gives students and teachers the ability to look together at a geometric shape through a head mounted display. The display shows the area as if it were laid out in front of them. Together, multiple users can work together to explore and build shapes in the virtual workspace (Lee, 2012).

The development of augmented reality books is also not out of grasp. Students and teachers can use the website, Zooburst.com, to create and read a modern version of the pop-up book. The uses of Zooburst can be beneficial to younger children to encourage creative writing and reading. In addition, older students can use it to create portfolios that can be connected with several other applications such as Photo Story and Comic Life (Raphael, 2011).

In addition to activities inside of the classroom, augmented reality tools on mobile devices can also add engaging activities to a field trip. Several applications, like Wikitude, have been developed for mobile devices. The student can have the application open, point the camera of the mobile device at a building, monument or other landmark and possibly find historic information or facts about that particular structure (Raphael, 2011)

Second Life has become a familiar name in educational technology as well. Along the lines of augmented reality, this Immersive Technology allows students and teachers who may be separated by many miles to have a common meeting place. Virtual classrooms can be set up and the social presences is added back to distance education. Many colleges and universities are using second life in conjunction with distance education as an alternative to a face-to –face meeting. Harvard, Stanford and MIT were three of the frontrunners to become involved and offer classes via Second Life (Bonk, 2009).


 * In Business**

Though augmented reality is only more recently beginning to make its debut into education, it has been far more useful in the business world. Boeing, for example, first used their version of augmented reality training through a head mounted display that would direct workers when connecting wires during aircraft construction. Also in the early 1990’s the military outfitted their helicopters with heads-up displays to aid in the location of enemies as well as friendly aircraft. Then, towards the end of the decade, University of North Carolina reduced the needs for invasive surgery through the use of augmented reality (Matthews, 2010). Augmented reality in the business world still continues to grow. Mechanics in the military can work quicker and more efficiently when time matters in the field through the use of augmented reality tools. Additionally, even car companies such as BMW are showing an interest in adopting the tools to aid in their service department as well (Lee, 2012)

Through the use of Head Mounted Displays tourists can also have a whole new experience when visiting historical sites and museums. Visitors can we the head mounted displays and view the surrounding areas. On some tours they will have an ARCHEOGUIDE (Augmented Reality based Cultural Heritage On site GUIDE) as a system to aid in their augmented tour. They will see the surroundings in a whole new way when the past is superimposed in the present. Additionally, when visiting a museum, through head mounted displays visitors may be able to view a dinosaur as it was in the past by viewing the skeletal remains that are on display (Lee, 2012).

Limitations of Augmented Reality
As with any emerging technology augmented reality brings new possibilities to consider and new challenges to overcome. While augment reality provides engaging experiences for students and has been positively correlated with academic success there are some limitations to consider. When looking at the limitations of using augmented reality in education, three common areas of concern are consistent in the literature. The literature reflects a concern with student and teacher overload, the functional capabilities of the hardware and software, and a lack of social acceptance. In the study Alien Contact conducted by the US Department of Education, MIT, and the University of Wisconsin at Madison Dell Axim X51 handheld computers using augmented reality programming and GPS technology were incorporated into a lesson teaching students math, language arts, and science. “When students come within approximately 30 feet of these digital artifacts, the augmented reality and GPS software triggers video, audio, and text files, which provide narrative, navigation and collaboration cues as well as academic challenges” (Dunleavy, Dede, and Mitchell 2009 pp10). In the study students were requires to use collaboration to solve math and literacy problems while navigating geospatially around their school. After completing the study, “students reported feeling frequently overwhelmed and confused with the amount of material and complexity of tasks they were asked to process” (Dunleavy, Dede, and Mitchell 2009 pp.17). They also experienced a lack of maintaining a sense of presences in their natural environment adding to their confusion. Culup, Mancuso, and McWhorter (2010) report a steep learning curve as another source of confusion. The other issue reported was teacher overload. The teachers reported needing additional support to implement augmented reality into their lesson. Teachers reported being overwhelmed with technical issues and maintaining student safety. Several students were in the street at various points during the activity. The loss of presence for the students coupled with teacher overload created safety concerns. During the BMW is careful in using AR in their cars because of similar issues. They are careful “not to overload the user with information while also preventing the user to overly rely on the AR system such that important cues from the environment are missed” (Van Krevelen, 2010 pp.15). Often learners encounter problems with hardware or the hardware will crash due to instability in the augmented reality software. A variety of technical issues also present themselves when augmented reality programming is used. “Augmented reality faces technical challenges regarding for example bin-ocular (stereo) view, high resolution, colour depth, luminance, contrast, field of view, and focus depth” (Van Krevelen, 2010 pp.14). In addition to these problems the equipment, a PC, display, batteries, etc. must be transported in a backpack if the augmented reality simulation is to be done while the student is mobile. The optical displayers in most systems do not adjust to being used in sunlight because of the brightness of sunlight as well as having contrast issues and poor depth perception (Van Krevelen, 2010 pp.15). In the Alien Contact study students often encountered GPS errors and software stability issues. Another challenge of implementing augmented reality into classrooms is the lack of social acceptance. Social acceptance issues vary from privacy concerns to the unfashionable gloves and helmets that augmented reality participants must often wear. The devices can be uncomfortable and awkward for students as they participate in the event. Students are often frustrated when trying to use augmented reality devises. There are developers who are addressing this issue. Lin, Hsieh, Wang, Sie, and Chang (2011) developed a device for classroom use that was free of bulky components. They designed it so that the augmented reality could take place with a touch screen. However, there are other challenges that create barriers. Lack of social acceptance also stems from the fact that teachers who students usually see as experts often have a “lack of experience or difficulties in classroom use” (Chittaro, 2007 pp.13). With current augmented reality design the teachers with the best understanding of technology are unable to implement the augmented reality unit. This is largely due to the numerous GPS errors and units crashing because of the instability in software (Dunleavey, Dede, and Mitchell 2009). Because the technology is so new lesson planning is an area of concern. “As a consequence, integrating EVEs (educational virtual environments) and traditional lessons in an effective way is a very difficult task that is still under investigation” (Chittaro, 2007 pp.13). Other software related issues involve users being unable to navigate freely in the EVE. Participants often cannot get to a particular location because they get lost in their virtual environment.

Limitations with augmented reality will be worked through as more implementation and planning replaces the unknown element of using new technology. Augmented reality is relatively new to the classroom and more research opportunities are becoming available for questions posed. Dunleavy, Dede, and Mitchell (2009) state, “At this early stage of AR research, its most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises” (p 20). While there are many challenges to overcome there is educational value in the use and research of augmented reality use in traditional and online classrooms.

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Many new opportunities for engaging students are being enabled through augmented reality. There are firm theoretical foundations for using this within any curriculum. Augmented reality can fit in to any type of education whether it is a virtual environment or a face to face environment. Though the technology itself it not new and has been used in the business world for over two decades, augmented reality is new to the world of education. Augmented reality can be a useful tool in many educational areas such as, but not limited to, science, math and reading. As it is used more and more in education, research continues to be done. Though there are limitations that should not deter educators from exploring this tool with their students in the classroom.======

Final Exam Questions
1. Which learning theory supports the multiple sensory applications in augmented reality? a. Social Theory of Learning b. The Cognitive Theory of Multimedia Learning c. The Redundancy Principle d. None of the above

2. True/ False: Current use of augmented reality in education is limiting new opportunities for further research.

3. Some Augmented Reality tools use a Marker. What is a marker? a. A tool for making virtual drawings. b. A printed symbol that aids in creating a 3D object. c. A part of a Heads Up Display d. A special pen that allows 3D models to be designed.

4. What AR tool can students use to create a modern version of the pop-up book or put together a creative portfolio? a. Wikitude b. LearnAR c. Second Life d. Zooburst

5.Which is not considered a limitation of augmented reality? a. Lesson develeopment b. Software stability c. Student overload d. None of the above