Advertisement

Educational Opportunities for Augmented Reality

  • Enrico Gandolfi
  • Richard E. Ferdig
  • Zachary Immel
Reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This chapter provides an overview of immersive virtual environments (IVEs) in education with an emphasis on augmented reality (AR). A related Chap. 63, “Educational Opportunities for Immersive Virtual Reality” focuses on the other main branch of IVE. The chapter begins with an attempt to clarify and define terms. Then, a review of research is presented for AR that highlights the current and potential impact in PreK-12, higher education, and professional development settings. Findings suggest that use of AR can lead to increased engagement. However, the synthesis also points mostly to theoretical argumentation for AR’s PreK-12 implementation.

Keywords

Augmented reality Holograms Immersive virtual environments Informal learning Mobile learning 

References

  1. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.CrossRefGoogle Scholar
  2. Akçayır, M., Akçayır, G., Pektas, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342.CrossRefGoogle Scholar
  3. Alaker, M., Wynn, G. R., & Arulampalam, T. (2016). Virtual reality training in laparoscopic surgery: A systematic review & meta-analysis. International Journal of Surgery, 29, 85–94.CrossRefGoogle Scholar
  4. Althoff, T., White, R. W., & Horvitz, E. (2016). Influence of pokémon go on physical activity: Study and implications. Eprint arXiv:1610.02085. Available at: https://arxiv.org/abs/1610.02085.
  5. Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of Technology Studies, 40(2), 96–107.CrossRefGoogle Scholar
  6. Arth, C. et al. (2015) .The history of mobile augmented reality. Technical Report ICG{TR{2015-001).Google Scholar
  7. Bacca, J., et al. (2014). Augmented reality trends in education: A systematic review of research and applications. Educational Technology & Society, 17(4), 133–149.Google Scholar
  8. Bostanci, E. Kanwal, N., & Clark, A. F. (2015). Augmented reality applications for cultural heritage using Kinect. Human-centric Computing and Information Sciences, 5(20).  https://doi.org/10.1186/s13673-015-0040-3.
  9. Chan, S., Conti, F., Salisbury, K., & Blevins, N. H. (2013). Virtual reality simulation in neurosurgery: Technologies and evolution. Neurosurgery, 72(51), A154–A164.CrossRefGoogle Scholar
  10. Chang, H. Y., Wu, H. K., & Hsu, Y. S. (2013). Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue. British Journal of Educational Technology, 44(3), 95–99.CrossRefGoogle Scholar
  11. Chang, Y. L., Hou, H. T., Pan, C. Y., Sung, Y. T., & Chang, K. E. (2015). Apply an augmented reality in a mobile guidance to increase sense of place for heritage places. Educational Technology & Society, 18(2), 166–178.Google Scholar
  12. Chen, C. H., Ho, C. H., & Lin, J. B. (2015). The development of an augmented reality game-based learning environment. Procedia – Social and Behavioral Sciences, 174, 216–220.CrossRefGoogle Scholar
  13. Cheng, H. K., & Tsai, C. C. (2013). Affordances of augmented reality in science learning: Suggestions for future research. Journal of Science Education and Technology, 22, 449–462.CrossRefGoogle Scholar
  14. Chiang, T. H. C., Yang, S. J. H., & Hwang, G. J. (2014a). An augmented reality-based mobile learning system to improve students’ learning achievements and motivations in natural science inquiry activities. Educational Technology & Society, 17(4), 352–365.Google Scholar
  15. Chiang, T. H. C., Yang, S. J. H., Hwang, G. J., Su, A., & Y. S. (2014b). Cooperative learning by location-based augmented reality for an inquiry learning course. In AA. VV. (Ed.), Proceedings of international conference of educational innovation through technology (pp. 75–78). Piscataway: IEEE.Google Scholar
  16. Clark, A. M., & Clark, M. T. G. (2016). Pokemon go and research: Qualitative, ‘mixed methods research, and the supercomplexity of interventions. International Journal of Qualitative Methods, 15(1).  https://doi.org/10.1177/16094069166677651.
  17. Cuendet, S., Bonnard, Q., Do-Lenh, S., & Dillenbourg, P. (2013). Designing augmented reality for the classroom. Computers & Education, 68, 557–569.CrossRefGoogle Scholar
  18. D’Angelo, C., et al. (2013). Review of computer-based simulations for STEM learning in PreK-12 education. Menlo Park: SRI International.Google Scholar
  19. Di Serio, A., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586–596.CrossRefGoogle Scholar
  20. Djebbari, E., Ailincai, A., & Boissarie, X. (2014). Mobilearn : Augmented reality in the service of informal learning. In IFLA, Lyon, pp. 1–11.Google Scholar
  21. Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning. In J. M. Spector et al. (Eds.), Handbook of research on educational communications and technology (pp. 735–745). New York: Springer.CrossRefGoogle Scholar
  22. Echeverría, A., Gil, F., & Nussbaum, M. (2016). Classroom augmented reality games: A model for the creation of immersive collaborative games in the classroom. Available at: http://www.ceppe.cl/images/stories/articulos/tic/2.2-Nussbaum-Classroom-Augmented-Reality-Games-A-model-for-the-creation-of-immersive-collaborative-games-in-the-classroom.pdf.
  23. Ferdig, E. R. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749–760.CrossRefGoogle Scholar
  24. Fleck, S., Hachet, M., & Bastien, C. J. M. (2015). Marker-based augmented reality: Instructional-design to improve children interactions with astronomical concepts. Medford: IDC 2015.CrossRefGoogle Scholar
  25. Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State of the art and perspectives. In Proceedings of eLearning and software for education (eLSE). Bucharest, 23–24 Apr 2015.Google Scholar
  26. Furio, et al. (2015). Mobile learning vs. traditional classroom lessons: A comparative study. Journal of Computer Assisted Learning, 31(3), 189–201.CrossRefGoogle Scholar
  27. Gallagher, S., & Lindgren, R. (2015). Enactive metaphors: Learning through full-body engagement. Educational Psychology Review, 27(3), 391–404.CrossRefGoogle Scholar
  28. Gordon, T., Walters, L., & Michlowitz, R. (2016). An augmented reality mobile application for intergenerational learning and critical connection. In V.V. A.A. (Eds.), Digital humanities – 2016 (pp. 1–6). Amsterdam: ADHO.Google Scholar
  29. Harley, et al. (2016). Comparing virtual and location-based augmented reality mobile learning: Emotions and learning outcomes. Educational Technology Research and Development, 64, 359–388.CrossRefGoogle Scholar
  30. Huang, T. C., Chen, C. C., & Chou, W. Y. (2016). Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment. Computers & Education, 96, 72–82.CrossRefGoogle Scholar
  31. Jamali, S. S., Shiratuddin, M. F., Wong, K. W., & Oskam, C. L. (2015). Utilising mobile-augmented reality for learning human anatomy. Procedia – Social and Behavioral Sciences, 197, 659–668.CrossRefGoogle Scholar
  32. Jung, T., Chung, N., & Leue, M. C. (2015). The determinants of recommendations to use augmented reality technologies: The case of a Korean theme park. Tourism Management, 49, 75–86.CrossRefGoogle Scholar
  33. Kamarainen, et al. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545–556.CrossRefGoogle Scholar
  34. Karutz, C. O., & Bailenson, J. N. (2015). Immersive virtual environments and the classrooms of tomorrow. In S. Shyam Sundar (Ed.), The handbook of the psychology of communication technology (pp. 290–310). Hoboken: Wiley-Blackwell.Google Scholar
  35. Kelling, N., & Kelling, A. (2014). Zooar: Zoo based augmented reality signage. In V.V. A.A. (Eds.), Proceedings of the human factors and ergonomics society 58th annual meeting (pp. 1099–1103). Santa Monica: HFES.Google Scholar
  36. Kidd, S. H., & Crompton, H. (2015). Augmented learning with augmented reality. In D. Churchill et al. (Eds.), Mobile learning design, lecture notes in educational technology (pp. 97–108). New York: Springer.Google Scholar
  37. Kincaid, J. P., & Westerlund, K. K. (2009). Simulation in education and training. In M. D. Rossetti, R. R. Hill, B. Johansson, A. Dunkin, & R. G. Ingalls (Eds.), Proceedings of the 2009 winter simulation conference (pp. 273–280). IEEE.Google Scholar
  38. Kysela, J., & Štorková, P. (2015). Using augmented reality as a medium for teaching history and tourism. Procedia – Social and Behavioral Sciences, 174, 926–931.CrossRefGoogle Scholar
  39. Laine, T. H., Nygren, E., Dirin, A., & Suk, H. J. (2016). Science spots AR: A platform for science learning games with augmented reality. Educational Technology Research and Development, 64, 507–531.CrossRefGoogle Scholar
  40. Leue, C. M., Jung, T., & Dieck, D. T. (2015). Google glass augmented reality: Generic learning outcomes for art galleries. In I. Tussyadiah & A. Inversini (Eds.), Information and communication technologies in tourism (pp. 463–476). New York: Springer.Google Scholar
  41. Liao, T., & Humphreys, L. (2015). Layar-ed places: Using mobile augmented reality to tactically reengage, reproduce, and reappropriate public space. New Media & Society, 17(9), 1418–1435.CrossRefGoogle Scholar
  42. Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174–187.CrossRefGoogle Scholar
  43. Majorek, M., & du Vall, M. (2016). Ingress: An example of a new dimension in entertainment. Games and Culture, 11(7–8), 667–689.CrossRefGoogle Scholar
  44. Martínez-Graña, A. M., et al. (2016). Augmented reality in a hiking tour of the Miocene Geoheritage of the Central Algarve cliffs (Portugal). Geoheritage.  https://doi.org/10.1007/s12371-016-0182-3.
  45. Martín-Gutiérrez, J., Fabiani, P., Benesova, W., Meneses, M. D., & Mora, C. E. (2015). Augmented reality to promote collaborative and autonomous learning in higher education. Computers in Human Behavior, 51, 752–761.CrossRefGoogle Scholar
  46. Mason, M. (2016). The MIT museum glassware prototype: Visitor experience exploration for designing smart glasses. Journal on Computing and Cultural Heritage, 9(3), 12–28.CrossRefGoogle Scholar
  47. Merchant, Z., et al. (2014). Effectiveness of virtual reality-based instruction on students’ learning outcomes in PreK-12 and higher education: A meta-analysis. Computers & Education, 70, 29–40.CrossRefGoogle Scholar
  48. Michalos, G., et al. (2016). Augmented reality (AR) applications for supporting human-robot interactive cooperation. Procedia CIRP, 41, 370–375.CrossRefGoogle Scholar
  49. Milgram, P., & Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information and Systems, E77–D, 1321–1329.Google Scholar
  50. Noor, A. K., & Aras, R. (2015). Potential of multimodal and multiuser interaction with virtual holography. Advances in Engineering Software, 81, 1–6.CrossRefGoogle Scholar
  51. O’Shea, P. M., & Elliott, J. B. (2016). Augmented reality in education: An exploration and analysis of currently available educational apps. In C. Allison et al. (Eds.), iLRN 2016, CCIS 621 (pp. 147–159). New York: Springer.Google Scholar
  52. Pacheco, D., et al. (2014). Spatializing experience: A framework for the geolocalization, visualization and exploration of historical data using VR/AR technologies. In V.V. A.A. (Eds.), Laval Virtual VRIC’ 14 (pp. 1–4). Paris: Laval.Google Scholar
  53. Persefoni, K., & Tsinakos, A. (2015). Use of augmented reality in terms of creativity in school learning. Make2Learn 2015 workshop at ICEC’15. Trondheim, 29 Sept 2015.Google Scholar
  54. Phipps, L., Alvarez, V., de Freitas, S., Wong, K., Baker, M., & Pettit, J. (2016). Conserv-AR: A virtual and augmented reality mobile game to enhance students’ awareness of wildlife conservation in Western Australia. 15th world conference on mobile and contextual learning (mLearn 2016). Sydney, 24–26 Oct, 2016.Google Scholar
  55. Radu, I., Doherty, E., DiQuollo, K., McCarthy, B., & Tiu, M. (2015). Cyberchase shape quest: pushing geometry education boundaries with augmented reality. In Proceedings of the 14th international conference on interaction design and children (pp. 430–433). ACM.Google Scholar
  56. Shayan, S., et al. (2015). The emergence of proportional reasoning from embodied interaction with a tablet application: An eye-tracking study. In Proceedings of INTED2015 conference. Madrid, 2nd–4th Mar 2015.Google Scholar
  57. Shirai, A., Kose, Y., Minobe, K., & Kimura, T. (2015). Gamification and construction of virtual field museum by using augmented reality game “ingress”. In V.V. A.A. (Eds.), VRIC ‘15 (pp. 1–4). New York: ACM.Google Scholar
  58. Sitzmann, T. (2011). A meta-antuzunalytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.CrossRefGoogle Scholar
  59. Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59–68.CrossRefGoogle Scholar
  60. Tateno, M., et al. (2016). New game software (Pokémon go) may help youth with severe social withdrawal, hikikomori. Psychiatry Research, 246(30), 848–849. Available at: http://www.sciencedirect.com/science/article/pii/S0165178116312987.
  61. Techakosit, S., & Wannapiroon, P. (2015). Connectivism learning environment in augmented reality science laboratory to enhance scientific literacy. Procedia – Social and Behavioral Sciences, 174, 2108–2115.CrossRefGoogle Scholar
  62. Wei, X., Weng, D., Liu, Y., & Wang, Y. (2015). Teaching based on augmented reality for a technical creative design course. Computers & Education, 81, 221–234.CrossRefGoogle Scholar
  63. Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.CrossRefGoogle Scholar
  64. Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240–248.CrossRefGoogle Scholar
  65. Zimmerman, H. T., Land, S. M., & Jung, Y. J. (2015). Using augmented reality to support children’s situational interest and science learning during context-sensitive informal mobile learning. In A. Peña-Ayala (Ed.), Mobile, ubiquitous, and pervasive learning (pp. 101–119). New York: Springer.Google Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Kent State UniversityKentUSA
  2. 2.Learning TechnologiesRCET, Kent State UniversityKentUSA

Section editors and affiliations

  • David Gibson
    • 1
  • Hiroaki Ogata
    • 2
  1. 1.Curtin UniversityPerthAustralia
  2. 2.Kyushu UniversityFukuokaJapan

Personalised recommendations