Bower. M, Howe. C, McCredie. N, Robinson. A & Grover. D 2014, ‘Augmented Reality in Education – cases, places and potentials’, Educational Media International, Vol 51, No 1, Routeledge
The article ‘Augmented reality in Education – cases, places and potentials’ discusses the idea of augmented reality transforming the future for education. It defines the idea of augmented technologies as being real time and virtual objects to coexist in the same space while being interacted with. The evidence suggests that augmented reality “is having immense potential to enhance learning and teaching”. This paper supports the basis of the report as background evidence and research, as it looks at the combination of virtual and real world environments with education. After going into detail about the hardware requirements of augmented reality, the authors explore the topic of interest to the group. They discuss the emerging educational apps using this technology, where teachers can create unique integrated experiences in their classrooms. When the article addresses augmented reality in literature is where the main points have been taken out to help form the basis of the report. It suggests by having this technology in the classroom it will increase student motivation, the contribution between students and their learning outcomes, and the positive effect it is having on their perceived relevance of learning in everyday life. This information enhances the thoughts, concerns and future possibilities with this technology. The literature outlines the pedagogies that it supports, those being constructivist, situated, games-based and enquiry-based learning. In conclusion, this reference indicates how educators are providing their students with new and innovative learning experiences; augmented reality develops and supports lower and higher order thinking skills; and that the utilisation of this technology develops the growth of student thinking capabilities.
Nincarean. D, Ali. M, Halim. N & Rahman. M 2013, ‘Mobile Augmented Reality: the potential for education’, Department of Educational Sciences, Elsevier Ltd
‘Mobile Augmented Reality: the potentials for education’ reviews the rapid evolution of technology, and the role of Augmented Reality as one of the newest ways to educate. Exploring the ideas of the increasingly widespread technologies, the authors acknowledge the benefits of mobile learning and augmented reality applications. The article dissects the term augmented reality and how it works in conjunction with mobile devices. It is suggested as a “form of virtual reality where the participant’s display is transparent, allowing a clear view of the real world”. The article describes this technology as a physical world feature combined with computer-generated information. As the digital age advances, people are adopting new technologies into educational environments, trying to promote a more cohesive and innovative learning experience. This paper will not be a main point of reference for the report, but will form a basis of pivotal information about augmented reality influencing educational practices. The authors quote “with capabilities of merging virtual and real worlds together have given birth to new possibilities in improving the quality of teaching and learning activity”. This technology is shown to have a positive impact on students, boosting their motivation to understand the content being taught. This article joins the fastest growing technology – the mobile phone – with augmented reality, suggesting that mobile phones play an important role in modern education. This is seemingly the case when we live in such a technologically driven world. This is where the author introduces the idea of MAR (Mobile Augmented Reality), which is leading further into the studies we wish to pursue through the mobile phone in classrooms and the future of learning outcomes.
Huang. TC, Chen. CC, Chou. YW 2016, ‘Animating eco-education: To see, feel and discover in an augmented reality-based experiential learning environment’, Department of Information Management, Taiwan
This article offers research and evidence supporting augmented reality inside and outside classrooms throughout different educational fields. The research was conducted on a class learning about the environment where “the use of attractive technologies increases students’ willingness not only to learn more about the environment, but to also develop a more positive emotional attachment to it”. This paper writes a detailed and relevant description of the miscommunicated educational information to the real world and the lack of attachments students can have with it (resulting from technology). The authors set out to bring technology and education together as one through augmented reality. This paper will not be a significant research point for the report, however will create a steady point of view towards our argument. This development has lead to further research regarding innovative teaching and learning methods. The article suggests “the integration of digital learning with convenient and fast internet technology has further lowered the barrier of differentiated teaching and helped to overcome time and space constraints in traditional teaching models”. This theory is explained to express the strength real-world exploration has when it adopts the augmented reality technology. This article is effective by introducing the Kolb’s experiential learning theory, where the authors suggest that experience is an activity when people can create and reflect on their personal experiences. This theory relates to the final report and adds another dimension to the reasoning behind augmented reality being introduced to classrooms. The feedback from the students and teachers in the paper is that future work should apply this new teaching model as it receives positive results. In conclusion, “the lack of real-world interactions and exploration makes it difficult for students to develop an emotional attachment or interest”. This paper has suggested various arguments as to why augmented reality is becoming more innovative and accessible in the education department.