A Review of Augmented Reality in K-12 Education Environments

2020 ◽  
Vol 4 (2) ◽  
pp. 32-61
Author(s):  
Adam C. Carreon ◽  
Sean J. Smith ◽  
Kavita Rao
Keyword(s):  
Augmented Reality ◽  
Literature Review ◽  
Real World ◽  
Classroom Setting ◽  
Common Definition ◽  
Digital Objects ◽  
K 12 ◽  
Instructional Settings ◽  
The Impact ◽  
Interactive Experience

Augmented reality (AR) continues to gain popularity within the classroom setting, lauded for the potential it brings to further engage students and contextualize instruction. AR offers an interactive experience where digital objects, seen through various mobile devices (e.g., iPad, mobile phone), are overlaid on the real world. This literature review of 38 research studies conducted in K-12 settings examined the defining characteristics of AR, the purpose and application of the AR intervention, and the outcomes associated with the current use of AR. The results of the review reveal that studies use varying defining characteristics of AR which leads to varying levels of applications for all students in instructional settings. With no common definition leading to a wide array of classroom usage, the authors examine AR usage for students with and without disabilities. This article also provides recommendations to establish a strong research base on specific characteristics and the impact AR has on education.

Educational Augmented Reality (AR) Applications and Development Process

2017 ◽  
pp. 26-53 ◽  
Author(s):  
Muzaffer Özdemir
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Development Process ◽  
Empirical Studies ◽  
Abstract Concepts ◽  
Development Stages ◽  
Development Tools ◽  
Sense Of Reality ◽  
Digital Objects

In recent years, presenting the useful information in an effective way has become a great necessity for educators. The opportunities provided by the AR technologies offer practical ways to meet this need of educators. By integrating the digital objects with real-world assets simultaneously, AR helps to concretize abstract concepts, and enhances the sense of reality, which in turn is a huge contribution to learning. In this chapter, it was presented the various limitations and advantages of AR revealed by some empirical studies in the literature. In addition, it was given information about AR development tools/ programs, add-on packages and presented development stages for an exemplary AR book page. The use of the Unity and Vuforia was explained as the development tools. It is believed that this information would be useful for those who will develop AR application which can be easily displayed by mobile or desktop PCs.

Technology-Supported Tourist Guiding in Aviation Tourism

2020 ◽  
pp. 257-267
Author(s):  
Azizul Hassan
Keyword(s):  
Augmented Reality ◽  
Diffusion Of Innovation ◽  
Real World ◽  
Perceptual Information ◽  
The Internet ◽  
Diffusion Of Innovation Theory ◽  
The Real ◽  
National Flag ◽  
Interactive Experience ◽  
World Environment

Augmented reality (AR) offers an interactive experience of the real-world environment when an object of the real-world is augmented by computer-generated perceptual information and relevant artefacts. This is a conceptual chapter based on the review of available literature. Also, resources on the internet have also been accessed and reviewed. On the context of the Diffusion of Innovation theory, this research aims to outline AR guiding for in an airport used for tourist aviation. Biman Bangladesh Airlines, the national flag carrier of the country, is the example where this study also explains the possible challenges and benefits that AR guiding facilities can possibly have. This research outlines two specific areas of management and marketing issues are analysis on the way to implement such guiding. Findings show that from the understanding of the Diffusion of Innovation, AR guiding in these days is adopted by an ‘Early Majority' who are followers and engages in reading those reviews given by the previous adopters of new services or products.

A 360-Degree Perspective of Education in 3-D Virtual Worlds

2010 ◽  
pp. 291-309
Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau
Keyword(s):  
Collaborative Learning ◽  
Literature Review ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Educational Experiences ◽  
Three Dimensional ◽  
Educational Opportunities ◽  
Virtual World Environments ◽  
The Impact

Three-dimensional virtual world environments are providing new opportunities to develop engaging, immersive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. Hence, virtual worlds are presenting opportunities for students to engage in both constructivist and collaborative learning. To assess the impact of the use of virtual worlds on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on the review, educational opportunities in virtual worlds and gaps in meeting pedagogical objectives are discussed. Practical and research implications are also addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 137-162 ◽  
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

scholarly journals A Systematic Literature Review on the User Experience Design for Game-Based Interventions via 3D Virtual Worlds in K-12 Education

2021 ◽  
Vol 5 (6) ◽  
pp. 28
Author(s):  
Nikolaos Pellas ◽  
Stylianos Mystakidis ◽  
Athanasios Christopoulos
Keyword(s):  
Literature Review ◽  
User Experience ◽  
Systematic Literature Review ◽  
Virtual Worlds ◽  
Interaction Design ◽  
Design Decisions ◽  
User Experience Design ◽  
3D Virtual Worlds ◽  
K 12 ◽  
The Impact

A substantial body of literature has well-documented and demonstrated the potential of using three-dimensional (3D) virtual worlds (VWs) across various learning subjects and contexts in primary and secondary (K-12) education. However, little is known when it comes to issues related to child-interaction research and the impact that design decisions have on the user experience (UX), especially when game-based learning approaches are employed in 3DVWs. Hence, in this systematic literature review, we appraise and summarize the most relevant research articles (n = 30) conducted in K-12 settings, published between 2006–2020 and that elicit information related to (a) the interaction design (ID) of game events and trends associated with game elements and features that were utilized for the development and creation of game prototypes, (b) the research methods which were followed to empirically evaluate their teaching interventions, and (c) the design-related issues and factors affecting ID and UX by identifying the most frequent set of learning and game mechanics that were adopted in various game prototypes in different learning subjects. The vast majority of game prototypes enhanced students’ engagement and participation, affecting their achievements positively. This systematic literature review provides clear guidelines regarding the design decisions that educational stakeholders should consider, and provides recommendations on how to assess and evaluate the students’ learning experience (i.e., performance, achievements, outcomes) using 3DVWs.

scholarly journals THE STUDY OF THE RESOLUTION TIME OF IDENTIFIERS OF DIGITAL OBJECTS OF UGMENTED REALITY BASED ON THE ARCHITECTURE OF DIGITAL OBJECTS

Telecom IT ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 21-33
Author(s):  
D. Reutova ◽  
R. Kirichek ◽  
A. Borodin
Keyword(s):  
Augmented Reality ◽  
Practical Relevance ◽  
Research Subject ◽  
Resolution Time ◽  
Network Delays ◽  
Augmented Reality Technology ◽  
Digital Objects ◽  
Effective Use ◽  
The Impact

Research subject. This article is devoted to studying the resolution time of the identifier of digital objects of augmented reality based on the architecture of digital objects, as well as studying the influence of this time on the quality of perception of digital objects by a person. Method. The architecture of digital objects is considered as a method of identifying digital objects of augmented reality, a simulation model of a fragment of a typical network of augmented reality technology based on the architecture of digital objects to study network delays is built. The main results. A table of identifier resolution time was received. Recommendations on the construction of augmented reality network are developed. Practical relevance. Assessing the impact of network latency arising from the identification of digital objects on the effective use of augmented reality.

3-D Virtual Worlds in Education

2009 ◽  
pp. 2595-2615
Author(s):  
Brenda Eschenbrenner ◽  
Fiona Fui-Hoon Nah ◽  
Keng Siau
Keyword(s):  
Literature Review ◽  
Virtual Worlds ◽  
Real World ◽  
Virtual World ◽  
Educational Experiences ◽  
Three Dimensional ◽  
Educational Opportunities ◽  
Factors Associated ◽  
Virtual World Environments ◽  
The Impact

Three-dimensional virtual world environments are providing new opportunities to develop engaging, interactive experiences in education. These virtual worlds are unique in that they allow individuals to interact with others through their avatars and with objects in the environment, and can create experiences that are not necessarily possible in the real world. To assess the impact that these virtual worlds are currently having on education, a literature review is conducted to identify current applications, benefits being realized, as well as issues faced. Based on this review, virtual world capabilities, experiences, and factors associated with educational opportunities are presented as well as gaps in meeting pedagogical objectives. Practical and research implications are then addressed. Virtual worlds are proving to provide unique educational experiences, with its potential only at the cusp of being explored.

scholarly journals An Overview of Twenty-Five Years of Augmented Reality in Education

2021 ◽  
Vol 5 (7) ◽  
pp. 37
Author(s):  
Juan Garzón
Keyword(s):  
Augmented Reality ◽  
Real World ◽  
Perceptual Information ◽  
Technology In Education ◽  
Learning Gains ◽  
Educational Settings ◽  
The Real ◽  
Three Generations ◽  
Interactive Experience

Augmented reality (AR) enables an interactive experience with the real world where real-world objects are enhanced with computer-generated perceptual information. Twenty-five years have passed since the first AR application designed exclusively to be used in educational settings. Since then, this technology has been successfully implemented to enrich educational contexts providing learning gains, motivation, enjoyment, autonomy, among other benefits. This study provides an overview of AR technology in education from its origins to the present. Consequently, based on the analysis of its evolution, the study defines three generations of AR in education. Moreover, the study identifies some major challenges from previous AR applications and, finally, it poses some insights to address these challenges to enhance the benefits of AR for education.

Online Learning's Future in the Workplace with Augmented Reality

2009 ◽  
pp. 637-646 ◽  
Author(s):  
Katherine Ira ◽  
Zane Berge
Keyword(s):  
Augmented Reality ◽  
Research And Development ◽  
Real World ◽  
Haptic Information ◽  
Learning Tool ◽  
Productivity Improvement ◽  
Technology System ◽  
E Learning ◽  
Common Learning ◽  
K 12

Augmented reality is a technology system that enhances one’s perceptions and experiences by overlaying digitized images onto real world environments. By looking through the display lenses of special eyewear, the seamless, information-rich, composite view that can be seen enhances understanding of the real world. As the technology that enables augmented reality evolves, auditory and haptic information overlays will be added, making the user’s experience far more vivid. Augmented reality has enormous potential for workplace e-learning and productivity improvement. Prototypes are currently in research and development for military, K-12, and university application. It is anticipated that advances in technology will make augmented reality a common learning tool within the next decade (Azuma, Baillot, Reinhold, Feiner, Julier, & MacIntyre, 2001).

Mobile Based Real-Time Occlusion Between Real and Digital Objects in Augmented Reality

2019 ◽  
Author(s):  
Pranav Jain ◽  
Conrad Tucker
Keyword(s):  
Augmented Reality ◽  
Real Time ◽  
Real World ◽  
Motion Artifacts ◽  
Virtual Objects ◽  
Depth Sensors ◽  
Lead Users ◽  
Digital Objects ◽  
The Cost

Abstract In this paper, a mobile-based augmented reality (AR) method is presented that is capable of accurate occlusion between digital and real-world objects in real-time. AR occlusion is the process of hiding or showing virtual objects behind physical ones. Existing approaches that address occlusion in AR applications typically require the use of markers or depth sensors, coupled with compute machines (e.g., laptop or desktop). Furthermore, real-world environments are cluttered and contain motion artifacts that result in occlusion errors and improperly rendered virtual objects, relative to the real world environment. These occlusion errors can lead users to have an incorrect perception of the environment around them while using an AR application, namely not knowing a real-world object is present. Moving the technology to mobile-based AR environments is necessary to reduce the cost and complexity of these technologies. This paper presents a mobile-based AR method that brings real and virtual objects into a similar coordinate system so that virtual objects do not obscure nearby real-world objects in an AR environment. This method captures and processes visual data in real-time, allowing the method to be used in a variety of non-static environments and scenarios. The results of the case study show that the method has the potential to reduce compute complexity, maintain high frame rates to run in real-time, and maintain occlusion efficacy.

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