Using augmented reality and mobile learning: opportunities and challenges

Elizabeth FitzGerald

Overview of presentation

• Part 1 – AR and situated learning– Theories and pedagogies underpinning AR

• Part 2 – case studies– Augmenting the visitor experience– Hidden Histories

• Part 3 – challenges– current and future

Intro to AR

• “Addition of computer-assisted contextual layer of information over the real world, creating a reality that is enhanced or augmented” [Johnson et al, 2011]

• Encompasses the fusion of any digital information with a real world physicality

• Graphical/visual, also audio, textual, video

AR and situated learning• Situated learning• Embodiment and embodied cognition• Ecology of resources• Augmented Contexts for Development (ACD)• Externalism – bit controversial!

• Do we need a new theory of augmented place?(see newsletter article coming out in November – IEEE Learning Technologies Newsletter)

Case study 1: Augmenting the visitor experience

To assess a range of techniques for exploring the use of digital geographic

information to augment real scenes in the field

Create a student-led exercise to encourage critical evaluation of these techniques to support the field experience (and mobile

tourist guides).

Eric Robson (Striding Edge Ltd)Supporting Learning about the LandscapeSir Hugh Walpole Video

(Thanks to Eric Robson)

1. Computer-generated Acetate

2. Custom PDA-based application

Screen Visibility an Issue

This is as good as it gets

VIDEO fromDerwent

Water

Wainwright OS Photo

Switchable map layers

3. Mediascape on a Mobile PhoneAudio of

WainwrightAudio of

Wainwright

Phone-based Mediascapes

4. Google Earth on a Tablet PC

5. Head-Mounted Display

Implications and future work

Simple but effective? - all new geospatial and handheld augmented

reality applications will need to strive to move from being novelty apps to

becoming killer apps.

Need to develop design rules for mobile field guides which mimic the field expert.

Reduced emphasis on graphics, new challenges in making geographically relevant audio.

Google Maps Navigation for Android 2.0Wednesday 28th October 2009

Beginning to exploit real-time handheld Augmented Reality,

and review evaluation framework

Caistor Roman Town,East Anglia, UK.Data from Will Bowden.

Case study 2: Hidden Histories audio guides

• Developed existing interest between local community history group and academics in School of History at University of Nottingham

• Investigated how located audio can be used to provide opportunities for historical learning in public history

• Case study of the 1831 Reform Riot in Nottingham, content initiated by the community group

• Conducted 2 types of guided walk:– People-led– Technology-led

Educational research areas• Learning in location

What differences arise from learning in location compared to elsewhere (e.g. indoors; round a table etc)?

• Factors affecting learner preferences

Do you like learning in location? Why – or why not?• Group versus individual tour guides

How did the audio guide technology affect group dynamics?

For more details, see forthcoming paper: E. FitzGerald, C. Taylor and M. Craven (in press) To the Castle! A comparison of two audio guides to enable public discovery of historical events. Personal and Ubiquitous Computing

Hidden Histories ‘people-led’ walk

Hidden Histories ‘technology-led’ walk

Not without problems

Part 3 – Challenges• Innovation vs sustainability

– Situ8: the new mScape?

• Overcoming the novelty factor• Notspots rather than hotspots

– Urban canyons

• Changing practice vs maintaining practice• Moving from formal to informal learning –

assessment, goals, accreditation?• Appropriateness of media vs physicality – or, is

disjointedness a good thing?– E.g. Urban Mediator project (http://www.nottingham.ac.uk/cas/casresearch/

towards-pervasive-media-outputs.aspx)

Questions, comments, feedback?

Email: elizabeth.fitzgerald@open.ac.uk

Web: http://iet.open.ac.uk/e.j.fitzgerald

Slideshare: http://www.slideshare.net/ejfitzgerald

Twitter: elara99