augmented reality for learning and teaching
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Augmented reality for learning and teaching: A literature review of the state-of-the-art
Yu-Chang HsuAnthony Saba
Azuma's (1997) definitions of AR
1.Combines real and virtual 2. Interactive in real time [Jurassic Park virtual objects--
not interactive]3.Registered in 3D [football information on TV--2D]
Virtuality Continuum
Milgram & Kishino (1994)
AR Technologies : Data ReadingSensors: Receive information to help programs decide what to do next• Camera (tracking AR users and physical objects) • GPS (location-based activities)• Accelerometer (e.g., Wii remote)• Gyroscope (sensing orientation, such as tilt, of objects)
Labels and Codes (used with Camera or other sensors)o RFID (Radio-frequency identification)
o QR (Quick Response) codes Hand Manipulated
Individual cards allowing interaction among learners Embedded (in printed books) Wearable
AR Technologies: InterfacesUser Interfaces (information display and/or data entry)• Head Mounted Displays• Monitor Viewing
o Mobile handheldo Computer monitor
• Projectiono Group Interaction o Individual Interaction (with the system)
Supplemental Interface• Mannequins in the medical field
• Connected to Monitors and/or other peripherals• Input on/through the mannequins• Haptic feedback
Potential Benefit of AR in Education
1.Reduce cognitive load2.Simulation situated in physical environment—learning
in context 3.Diversity in applications for various implementations4.Physical exercise through psychomotor activities5.Multi-sensory feedback
Research Question
• What are the state-of-the-art AR applications for teaching and learning reported in peer-reviewed journals from 2000-2011?o Subject domainso Education levelso Types of systems
Research MethodsKeywords search • augmented reality AND (teaching or learning or education or
training). • EBSCO
Inclusion• 2000-2010 peer-reviewed journal articles• Types of research:
– Empirical studies on learning and teaching; – Design and Development for learning and teaching
Coding • Open coding
o research questions, participant characteristics, subject domains• Constant comparison and revising coding
o Learning interaction with system among learners (individual or collaborative learning)
o Types of AR system and technologies used
General Findings from AR Research (20 articles)Regions: 1. US: 10 (50%), 2. Europe: 6 (30%), 3. Asia-Pacific: 4 (20%)
School level:1. K-12: 11 (55%)2. Medical and BioMed: 5 (25%) 3. University: 2 (10%)4. K-12 + University: 2 (10%)
Usage: 1. Individual learning: 9 (45%) 2. Group: 9 (45%)3. Combined Modes: 2 (10%)
General Findings (continued)Disciplines: • Majority: 70%
1.Science: 6 (30%) 2.Medicine: 6 (30%)3.Engineering 2 (10%)
• Other: 30%
o Math: 1 (5%) o Interdisciplinary (math/scientific literacy): 1 (5%)o Special education and rehabilitation training: 1 (5%)o Urban planning education: 1 (5%)o Industrial training: 1 (5%)o Art education: 1 (5%)
General Findings (continued)Types of Display Systems:
1. Computer Monitor Displays (plus mannequins or marker cards): 8 (40%)
2. Mobile Handheld Displays: 6 (30%) 3. Projection Systems: 4 (20%)4. Head Mounted Displays: 2 (10%)
Diverse Applications
Mobile Handheld DisplayDunleavy, Dede, & Mitchell (2008) [Collaborative/GPS location-based] (USA)–Middle school and high school students –Math & Scientific literacy–Scenario: Alien Contact!–investigate alien's encounter with Earth with inter-dependent pieces of information–Four-student teamResults
• High engagement due to– Handheld and GPS– Collecting Data Outside
Concern• GPS Issue• Complexity and high management need (difficult to scale up)• Much requirement on students (technology/content knowledge/collaboration task)
Mobile handheld through Camera Scanning/Sensor (RFID)
Liu, Tan, & Chu (2009) EULER [Ubiquitous Learning with Educational Resources] (EULER)] (Taiwan)–5th graders and their teachers–Wetland ecology–AR
• contextual content• virtual objects overlay
Learning –collaborative learning–context-aware learning
OutcomesAR group better than control group (textbook only) on post-test
• no control of time on learning Perceptions: Easy to use; believe to help their learning.
Computer Monitor + MannequinBotden et al. (2007) (Netherlands)
AR vs. VR–Surgery: Translocation and suturing tasks–All participants used both system; randomly decided which go first.–Experts and Intermediate Professionals consider AR better for training resident surgeons than VR, regarding
•realism, didactic value, haptic feedback, and usefulness
Projection-Group-based
Birchfield et al. (2009)–Situated Multimedia Arts Learning Lab [SMALLab] (USA)–Group & Collaborative learning–Urban high school–Earth Science
• Building “layer cake” (rock formations and sediments) –Reinforced concepts taught previously–AR Components and interaction
• Control virtual element to build the layered structure of rock formations together
• Shake Wii remote to generate fault events–Sig. gains in concept learning–Engagement and modeling–Collaboration and negotiation
Projection-Individual-based in GroupsHsiao (2010) CARLS (Chemistry AR Learning System) (Taiwan)–Group (non-collaborative learning)–High school student (7&8th grade) in Taiwan–Practice with chemistry concepts
• Jumping (to reach the answers)• Stretching (to catch answer)• Boxing (to hit certain times for the correct answer)• KMCAI (regular keyboard-mouse group)
–Learning outcomes:• physical activities group did better on science knowledge test
Head Mounted DisplaysKaufmann & Schmalstieg (2003) [Construct3D] (Austria)
o Math/geometryo Develop Spatial abilityo Experience dynamic geometryo Potential for collaborative learning through negotiating
modificationso Engagement in and motivation due to
o Co-interacting with virtual objectso Making modifications o “walk around and under” to appreciate their creation”
Computer Monitor + Marker CardsLiarokapis et al. (2004) (UK)•Mechanical engineering education
– machines, vehicles, and tools– help students explore the multidimensional augmentation of materials in various levels
of detail– Space-saving; mobile– Design and development—
• needs research on learning
Computer Monitor +Wearable Marker CardsCommercial Example (K-12)LarnGear chemistry experiments (2008)http://goo.gl/HsJPn
Commercial Example: Medical Field http://goo.gl/M8y55
Conclusions AR is more than presentation
• Interaction and collaboration• Engagement and learning improvement• Contextual relevance and immediacy
Some Challenge• Scalability issues due to learning design• AR system literacy
Good diversity• AR systems• Learning domains• International research
Many examples available, but research on learning lacking in• Embedded and manipulated marker cards (e.g., chemistry experiments,
human organs) Disciplines other than STEM education and Medicine, such as
o Humanities and social sciences (e.g., history, language learning, etc.)
