Augmented Reality

Augmented reality (AR) is a tool that utilises the physical and digital world in real time (Ibanez & Delgado-Kloos, 2018). It allows students to interact, learn and create through a virtual experience layered over their real world (Bower, Howe, McCredie, Robinson & Grover, 2014; Ibanez & Delgado-Kloos, 2018). Augmented reality can be utilized in various ways and for a variety of functions. These include marker-based, location-based, projection-based and superimposition-based (https://dev.to/theninehertz/what-is-augmented-reality–types-of-ar-and-future-of-augmented-reality–1en0). For the purposes of this blog, we will focus on the features and uses of location- and marker-based AR in education.

Marker-based AR requires recognition of a ‘marker’ or object to activate digital world simulation over the real world (Ibanez & Delgado-Kloos, 2018). Educational applications such as quiver allow students to superimpose a 3D image over a 2D worksheet.

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The video below provides examples of how teachers use Quiver to incorporate this into their lessons in order to spark interest in students through a more valuable engagement period. 

It can be seen that Quiver provides the functionality for students use the Quiver application to get a 360-degree view of the volcano and have the option to make it erupt. Students are also able to take a quiz regarding certain components of the volcano. This application can be used to keep students interested and motivated to take a quiz however it can be argued that there is no opportunity for students to apply their critical and creative minds.

The one way students can be asked to ‘get creative’ by using Quiver is by choosing the colours to colour in the worksheet. On a cognitive level, students are engaged enough to try their best using the quiz provided by the application. 

To foster creativity, confidence and a growth-mindset in students, it would be wonderful to provide students the opportunity to delve into their imagination and create their own learning. Therefore, Quiver would benefit from allowing two additional function; (1) providing an interface for educators to create their own images and education content, and (2) to provide a user-friendly interface for students to create their own learning.

References

Bower, M., Howe, C., McCredie, N., Robinson, A. & Grover, D. (2014). Augmented reality in education – cases, places and potentials. Education Media International, 51(1), p. 1-15

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