Assessment 1 – Augmented Reality

Warning: You will need to download Zappa and Metaverse to feel the complete experience of this blog.

Augmented reality (AR) is a tool that utilises the physical and digital world in real time (Ibanez & Delgado-Kloos, 2018). Positive impacts include the increase of student motivation, student collaboration and spatial awareness (Ibanez & Delgado-Kloos,2018; Radu, 2014). Conversely, Radu (2014) suggests the animations become distractors to important information, usability proving time consuming and the lack of strategic pedagogical use to be negative impacts (p.1537).

The focus of this blog post is location- and marker-based AR. Location-based AR uses GPS to determine the location of the device, subsequently responding with educational information (Ibanez & Delgado-Kloos,2018). An application such as SkyView provides constellation images dependent on the direction the device is pointed in. As shown below, the app is interactive and provides text-based information about stars, planets or constellations.

SkyView

Marker-based applications recognise ‘marker’ in the real-world consequently laying digital content over it (Ibanez & Delgado-Kloos, 2018) as used in applications Metaverse and Zappar.

The benefits of using AR tools in the classroom reside in the endless possibilities offered to building a technology-rich and balanced pedagogical approach to teaching and learning. Flexible applications such as Metaverse provide the teacher with opportunities to create content as well as foster student creativity by providing flexibility for them to express themselves in creating their own work. 

Radu’s (2014) time consuming and lack of strategical pedagogical use suggested, can be eliminated by taking a constructive approach to teaching and learning. The NSW Curriculum requires a component of digital technology through all KLA’s (https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/technologies/coding-across-the-curriculum). Therefore, an English Writing and Creativity unit can be integrated with ICT and Digital Technology components such as Coding.

Zapworks can be used to create AR endorsed instruction in narrative writing. Accordingly, students can use Metaverse Studio to bring their story to life. Coding plays a major role in creating on AR applications and therefore allows students to learn and apply their knowledge.

This unit can be spread throughout the term in preparation for an Education Week display preventing a loss of time. To ensure teaching and learning is balanced, a non-digital approach during the planning stages of their narrative response.

Codes or links can be created to instruct, guide or test students through interactive activities. Subsequently, Metaverse can be used to have students create their own tests, stories, or presentations. 

Overall, AR can be used to enhance and foster student creativity. Provided it is applied in the classroom constructively, AR can help eliminate negative impacts only to benefit the students learning.

References

Comertpay, S. (2019). Booktopia [Image]. Retrieved
from https://studio.gometa.io/dimension/experiences/443fac11-
6a41-4318-96f8-c519b37606ce/storyboard

Comertpay, S. (2019). Booktopia Student Creation [Video File]. Retrieved
from https://youtu.be/CMkVfrSCp_c

Comertpay, S. (2019). SkyView Screen Recording [Video File]. Retrieved from
https://youtu.be/3XKJtAVkDQw

Comertpay, S. (2019). Zapcode [image]. Retrieved from
https://my.zap.works/zapcode/4680340525557163891/download/

Ibanez, M.B. & Delgado-Kloos, C. (2018). Augmented reality for STEM
learning: A systematic review. Computers & Education 123(1) p. 109-123

In-finity Literacy Ltd (n.d.). Book Room. [image] Retrieved from
https://pin.it/7r4jyglydyf7un

Radu, I (2014) Augmented reality in education: a meta-review and cross-
media analysis. Personal and Ubiquitous Computing 18(6) p. 1533-
1534Personal a Ubiquitous Computing 18(6) p. 1533-1534