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Journal ArticleDOI

Augmented Reality in Education: Current Technologies and the Potential for Education

TL;DR: This paper provides an introduction to the technology of augmented reality (AR) and its possibilities for education and key technologies and methods are discussed within the context of education.
About: This article is published in Procedia - Social and Behavioral Sciences.The article was published on 2012-01-01 and is currently open access. It has received 336 citations till now. The article focuses on the topics: Mixed reality & Augmented reality.
Citations
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Journal ArticleDOI
TL;DR: It is confirmed that the mental efforts of students are greater when they experience more learning anxiety at the same time; however, it is not the case that lower learning anxiety and mental effort is better for learning.
Abstract: This study attempted to develop and compare two Augmented Reality (AR) educational game systems for third graders to learn English vocabulary in free and situated surroundings. One system was developed based on a self-directed learning approach which did not restrict the learning sequence, while the other was based on a task-based learning approach which limited the learning sequence. The flow experience, cognitive load, foreign language learning anxiety, and learning effectiveness of the students with different learning styles (i.e., serial or global) were assessed. The results showed that the students using the self-directed or task-based AR educational game system had similar and high learning effectiveness, although those using the self-directed system revealed higher flow experience. However, the students with a serial learning style had lower mental effort and foreign language learning anxiety regardless of using the self-directed or the task-based AR educational game system. It was found that the challenge and control of the system conformed to the students' proficiency. The learning objects (e.g., pen, pencil, book, chair, desk, eraser, ruler, etc.) did not have a restrictive learning sequence. Providing free learning steps was preferable, and restricting which step to begin with was not necessary. This study confirms that the mental efforts of students are greater when they experience more learning anxiety at the same time; however, it is not the case that lower learning anxiety and mental effort is better for learning. On the contrary, a little learning anxiety and mental effort, but not too much, is helpful for learning.

189 citations

Journal ArticleDOI
TL;DR: In this article, the authors analyzed the potential of AR as an innovative teaching tool to improve relief interpretation skill based on the results of a workshop with 73 engineering students from La Laguna University, Spain.
Abstract: Digital three-dimensional (3D) cartography environments provide new ways of landscape visualization and topographic interpretation: digital terrain modeling (DTM) is added to the traditional cartographic technique, where relief interpretation skill is needed to interpret 3D topographic information from 2D representations. The emergence of augmented reality (AR) technology for DTM representation offers a new way to develop map-reading skills. It is in the representation of the landforms (hills, dunes, depths, valleys, mountains, shapes, slopes, and elevations) where the AR allows a new way to interact with the landscape representation. Once AR technology is combined with tablet computers, the manipulation of DTM can be done by finger gestures. This paper analyzes the potential of AR as an innovative teaching tool to improve relief interpretation skill based on the results of a workshop with 73 engineering students from La Laguna University, Spain. Participants performed exercises with 2D traditiona...

91 citations

Journal ArticleDOI
TL;DR: The outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world are presented.
Abstract: This article presents the outcomes of a pilot study investigating factors that supported and constrained collaborative learning in a blended reality environment. Pre-service teachers at an Australian university took part in a hybrid tutorial lesson involving a mixture of students who were co-located in the same face-to-face (F2F) classroom along with others who were participating remotely via their avatars in a three-dimensional virtual world. Video and sound recording equipment captured activity in the classroom, which was streamed live into the virtual world so the remote participants could see and hear their instructor and F2F peers; the in-world activity was also simultaneously displayed on a projector screen, with the audio broadcast via speakers, for the benefit of the F2F participants. While technical issues constrained communication and learning in some instances, the majority of remote and F2F participants felt the blended reality environment supported effective communication, collaboration and co-presence. Qualitative analysis of participant evaluations revealed a number of pedagogical, technological and logistical factors that supported and constrained learning. The article concludes with a detailed discussion of present and future implications of blended reality collaborative environments for learning and teaching as well as recommendations for educators looking to design and deliver their own blended reality lessons. [ABSTRACT FROM AUTHOR]

90 citations


Additional excerpts

  • ...(For an overview of applications of the former, see Bower, Howe, McCredie, Robinson & Grover, 2014; FitzGerald et al, 2013; Kesim & Ozarslan, 2012; Lee, 2012; Wu, Lee, Chang & Liang, 2013....

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Journal ArticleDOI
TL;DR: In this paper, the design and enactment of an AR-infused robot system to enhance children's satisfaction and sensory engagement with dramatic play activities was explored, and the experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5-6 years old).
Abstract: Amid the increasing interest in applying augmented reality (AR) in educational settings, this study explores the design and enactment of an AR-infused robot system to enhance children’s satisfaction and sensory engagement with dramatic play activities. In particular, we conducted an exploratory study to empirically examine children’s perceptions toward the computer- and robot-mediated AR systems designed to make dramatic play activities interactive and participatory. A multi-disciplinary expert group consisting of early childhood education experts, preschool teachers, AR specialists, and robot engineers collaborated to develop a learning scenario and technological systems for dramatic play. The experiment was conducted in a kindergarten setting in Korea, with 81 children (aged 5–6 years old). The participants were placed either in the computer-mediated AR condition (n = 40) or the robot-mediated AR condition (n = 41). We administered an instrument to measure children’s perceived levels of the following variables: (a) satisfaction (i.e., interest in dramatic play & user-friendliness), (b) sensory immersion (i.e., self-engagement, environment-engagement & interaction-engagement), and (c) media recognition (i.e., collaboration with media, media function & empathy with media). Data analysis indicates that children in the robot-mediated condition showed significantly higher perceptions than those in the computer-mediated condition regarding the following aspects: interest in dramatic play (satisfaction), interactive engagement (sensory immersion), and empathy with media (media recognition). Furthermore, it was found that the younger-aged children and girls, in particular, perceived AR-infused dramatic play more positively than the older-aged children and boys, respectively. The contribution of this study is to provide empirical evidence about the affordances of robots and AR-based learning systems for young children. This remains a relatively unexplored area of research in the field of learning technologies. Implications of the current study and future research directions are also discussed.

88 citations


Cites background from "Augmented Reality in Education: Cur..."

  • ...First, AR technology allows learners to experience immersive learning environments by manipulating virtual content and objects through a tangible interface (Billinghurst et al. 2005; Kesim and Ozarslan 2012; Lee et al. 2004)....

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Journal ArticleDOI
TL;DR: Current AR technologies are categorized, a review of relevant literature is introduced, and case studies illustrating AR implementation utilizing different pedagogical approaches are presented.
Abstract: This paper explores the recent development and innovative uses of augmented reality (AR) in formal and informal education. Our research categorizes current AR technologies, introduces a review of relevant literature, and presents case studies illustrating AR implementation utilizing different pedagogical approaches. Based on current trends, the educational potential of AR tools and systems is discussed and factors impacting large-scale use in teaching and training are presented.

87 citations

References
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Journal ArticleDOI
Ronald Azuma1
TL;DR: The characteristics of augmented reality systems are described, including a detailed discussion of the tradeoffs between optical and video blending approaches, and current efforts to overcome these problems are summarized.
Abstract: This paper surveys the field of augmented reality AR, in which 3D virtual objects are integrated into a 3D real environment in real time. It describes the medical, manufacturing, visualization, path planning, entertainment, and military applications that have been explored. This paper describes the characteristics of augmented reality systems, including a detailed discussion of the tradeoffs between optical and video blending approaches. Registration and sensing errors are two of the biggest problems in building effective augmented reality systems, so this paper summarizes current efforts to overcome these problems. Future directions and areas requiring further research are discussed. This survey provides a starting point for anyone interested in researching or using augmented reality.

8,053 citations


"Augmented Reality in Education: Cur..." refers methods in this paper

  • ...According to Azuma (1997), Augmented Reality must have three characteristics: combining the real and virtual worlds, having real-time interaction with the user, and is being registered in a 3D space....

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Journal ArticleDOI
TL;DR: This work refers one to the original survey for descriptions of potential applications, summaries of AR system characteristics, and an introduction to the crucial problem of registration, including sources of registration error and error-reduction strategies.
Abstract: In 1997, Azuma published a survey on augmented reality (AR). Our goal is to complement, rather than replace, the original survey by presenting representative examples of the new advances. We refer one to the original survey for descriptions of potential applications (such as medical visualization, maintenance and repair of complex equipment, annotation, and path planning); summaries of AR system characteristics (such as the advantages and disadvantages of optical and video approaches to blending virtual and real, problems in display focus and contrast, and system portability); and an introduction to the crucial problem of registration, including sources of registration error and error-reduction strategies.

3,624 citations

Proceedings ArticleDOI
23 Sep 2010
TL;DR: An application framework that is developing, in order to help others implement their own applications for Augmented Reality, and some future works to highlight the capabilities of the AR API.
Abstract: Virtual Reality is becoming more than a part of our everyday life, helping us to identify quickly the elements of the environment or to better entertain us. The purpose of this paper is to present an application framework that we are developing, in order to help others implement their own applications. In the first section the focus is set on the Augmented Reality basic concepts and the necessity of developing such a framework. The prototype that we present in the second part of this paper comes to demonstrate how our framework can be used to achieve our targeted application for Augmented Reality. It also contains some future works to highlight the capabilities of the AR API.

230 citations

Proceedings Article
01 Jan 2004

136 citations

Proceedings ArticleDOI
30 Sep 2002
TL;DR: It was found that differences in the real world visibility severely affect communication behaviors, and the spatial relationship between the task and communication spaces also severely affected communication behaviors.
Abstract: We conducted two experiments comparing communication behaviors of co-located users in collaborative augmented reality (AR) interfaces. In the first experiment, we compared optical, stereo- and mono-video, and immersive head mounted displays (HMDs) using a target identification task. It was found that differences in the real world visibility severely affect communication behaviors. The optical see-through case produced the best results with the least extra communication needed. Generally, the more difficult it was to use non-verbal communication cues, the more people resorted to speech cues to compensate. In the second experiment, we compared three different combinations of task and communication spaces using a 2D icon designing task with optical see-through HMDs. It was found that the spatial relationship between the task and communication spaces also severely affected communication behaviors. Placing the task space between the subjects produced the most active behaviors in terms of initiatory body languages and utterances with least miscommunications.

98 citations