Current And Future Uses Of Augmented Reality In Higher .
Current and Future Uses of AugmentedReality in Higher EducationIDEA Paper #81 October 2019Rebecca Thomas, Kathryn E. Linder, Nick Harper, Warren Blyth, and Victor YeeOregon State University EcampusAbstractAugmented-reality (AR) technology, and its impacts on teaching and learning, have alreadymade their way into elementary, secondary, and higher-education classrooms. The authorsdiscuss why AR matters in the higher-education context, and they describe current examplesof AR use that can enhance teaching and learning across multiple fields in higher education,including but not limited to medical education, language learning, and science. They alsoreview AR’s pedagogical benefits as well as its challenges and conclude by offering tips forimplementing AR in higher education. Although some may be hesitant to adjust theircurriculum to accommodate AR, higher-education professionals should at least be aware ofhow augmented reality can shape teaching and learning, especially as current elementaryand secondary students become accustomed to using similar technology in the classroom.Keywords: Augmented reality, higher education, teaching and learning, benefits andchallengesImagine trying to facilitate a question-and-answersession in a class of 200 students. As one studentraises their hand, that student’s name pops up infront of you in text-based form. As you call on thestudent by name and they begin to ask their question,more information about that student appears in frontof you, such as their most recent exam score and theircourse attendance record. If you were to wear “smartglasses,” a technology that offers an augmentedreality experience via a special pair of spectacles, thiskind of assistance in engaging with your studentscould be a regular feature of your classroom. It wouldnot only allow you to seamlessly call students byname but would also enable you to see additionaldata about each student that could aid in addressingthat student’s needs. For example, if a student askeda complex question, but you could instantly see thatPage 1they had performed poorly on a previous exam, youmight consider reviewing the fundamentals of thetopic before addressing their specific question. This isjust one of many possible uses of augmented reality(AR) in the higher-education classroom. Because thespecific AR technologies (such as smart glasses inthis example) are continually and quickly evolving,instructors should familiarize and prepare themselvesfor the future use of augmented reality in highereducation.What Is Augmented Reality?When you think about the phrase augmented reality,it sounds a bit futuristic—maybe even a little likescience fiction. However, AR is now integrated into ourday-to-day lives in many ways. If you have used socialmedia filters on platforms such as Instagram or
Snapchat; visualized IKEA furniture in your homebefore buying, using their app (Joseph, 2017); orplayed Pokémon Go (Carbonell-Carrera, Saorín, &Hess Medler, 2018), you have engaged in AR. Asimple definition of AR is digital data layered ontoreal-world environments. In other words, AR allowsyou to see your actual environment on your computeror television screen, as well as additional digitalelements. For example, in the game Pokémon Go, anapp on your phone allows you to see digital images ofPokémon characters in your real-world environmentprojected on your screen and play a game based ontheir location.The term Augmented Reality was coined in 1990, butthe idea has been around for quite a bit longer. L.Frank Baum (1901) imagined a version of AR in hisscience-fiction writing, and we saw a glimpse of thepossibilities of AR in the 1964 Disney film MaryPoppins, in which real-life actors danced and sangwith animated animals. Early explorations of AR alsoincluded potential military applications (e.g., Azuma,1997), before AR appeared in more public settings. Agood example that most people have encountered isthe meteorologist on a local or national televisionstation; often this person is interacting with projectedimages in real time to illustrate weather patterns for alarger audience. Another common example is theQuick Response (QR) code, which, when scanned withan application on a tablet or mobile device, allows youto access more information, open a link, or view animage that is not provided in the original document.You can contrast this definition of AR with that ofvirtual reality. In AR, the digital is being locked intoprecise locations in your real-world environment; invirtual reality, on the other hand, the digital iscompletely replacing your real-world environment. Akey difference between the two technologies is that inAR you can still see the real world. While virtual realitycompletely immerses you in the digital, AR allows youto keep one foot in the real world while experiencing areality that is heightened by the digital. 1In this paper, we describe some of the uses andpotential of AR environments for higher education.We start with a brief literature review of AR andexplain how research on the topic has developed overtime. Then we discuss some of the benefits andchallenges of AR for higher education generally andfor student learning specifically. We offer specificexamples throughout of how AR is being used inhigher education and also explore the future of AR forengaging students in online, blended, and face-to-facelearning environments.Why Does Augmented Reality Matter forHigher Education?As augmented reality is becoming more prevalent insociety in general, it has also become part of thecutting edge of education specifically—and not justhigher education. Students are entering highereducation having been exposed to AR in K–12environments in a range of ways (see, e.g., Cai, Wang,& Chiang, 2014; Hsu, 2017; Huang, Chen, & Chou,2016; Kerawalla, Luckin, Seljeflot, & Woolard, 2006;and Radu, 2014). Indeed, as the technology becomeseasier to use, instructors at all levels are now creatingtheir own AR experiences for their students (Crews,2018).In a recent metastudy of the K–12 literature, Radu(2014) found a range of educational benefitsstemming from AR use in the classroom, includingincreased content understanding, long-term retention,improved physical task performance, improvedcollaboration, and increased student motivation. Wei,Weng, Liu, and Wang (2015) also found increases instudent creativity. The literature on AR use in K–12environments has identified difficulties with thistechnology as well, such as attention tunneling(students becoming so engrossed in the AR activitythat they are not paying attention to the correctelements of the learning experience), usabilitychallenges, ineffective classroom integration, andinsufficient adaptability to different learners’ needs(Radu). Usability challenges in particular were alsohighlighted in a literature review by Akçayır andAkçayır (2017); the authors also found that “a notablegap exists for AR studies focused on students withAn additional term that has recently emerged is mixed reality, which allows the physical and digital to interact in real time. This can be contrasted with AR,which generally lays content over reality without interaction. However, some may consider this distinction between AR and mixed reality to be debatable.1Page 2
special needs” (p. 4). Additionally, Akçayır and Akçayırpoint out conflicting results in the literature: “whilesome studies reported that AR decreases cognitiveload, others reported that it causes cognitiveoverload” (p. 9); they call for at least a dozenadditional areas for further study of AR in educationenvironments.As the use of AR increases in K–12 classrooms,students may begin to expect these sametechnological innovations in higher education as well.Although Akçayır and Akçayır (2017) found that morethan half the research studies on AR focused on K–12populations, whereas only 29% and 7% focused onuniversity and adult learners respectively, we canexpect studies of AR in higher education to increaseas the technology evolves and becomes lessexpensive to implement. Current studies of the use ofAR in higher education, similar to their K–12 studycounterparts, have also shown benefits andchallenges of this technology. Some of the benefitsinclude decreased time for students to learn newmaterial (Rizov & Rizova, 2015) and increaseddevelopment of spatial thinking (Carbonell-Carrera &Bermejo Asensio, 2017).Current ExamplesAugmented reality is currently being used in classroomsin a variety of disciplines. Here are a few examples thatdemonstrate the range of AR’s applications: An AR childbirth simulator allows medicalstudents to practice components of labor anddelivery using a HoloLens simulator (Nafarrete,2018; for other examples of AR in medicaleducation, see also Kamphuis, Barsom, Schijven,& Christoph, 2014). Using the Pokémon Go phenomenon toencourage English language learning (GodwinJones, 2016) or to develop spatial skills(Carbonell-Carrera, Saorin, et al., 2018); Utilizing AR to train welders to save time inpreparing materials and enable “a reduction inmaterial consumption and the risk of accident inPage 3the training phase” (Okimoto, Okimoto, &Goldbach, 2015, p. 6225).As AR becomes more a part of our everydayenvironments, and as we learn more about how toleverage this technology and integrate it into differentaspects of our lives, we are also expanding itsdefinition. We next explore some of the potentialbenefits of AR for higher education and for studentlearning.How Does Augmented Reality Enhance Learning?There are several potential benefits of AR, and we arerecognizing more benefits as the technology matures.In this section, we will offer an overview of the waysthat AR can benefit learning. Here are a fewcategories of the ways in which AR engagement canexpand the learner experience, across a range ofdisciplines within higher education.Learners Can Access Dangerous SituationsExample. Show learners the impact of corrosivechemicals on a real-world environment.For pretty obvious reasons—including riskmanagement, health and safety, and expense, toname just a few—we try not to expose our students todangerous situations in the classroom. This meansthat students may not get a firsthand view of how, forexample, certain chemicals actually work whencombined with others. AR allows students to see whatcould happen, without danger to themselves, whichwould be impossible in a real-world environment.Learners Can Gain Time with Unique SpecimensExample. Let learners explore for an extended timethe characteristics of a fish, which in the real worldwould begin to rot after two minutes.Some of the objects that we would like to share withstudents are either unique or too delicate or rare forus to offer a large amount of time with them.Moreover, some of these objects are not immediatelyaccessible and may be housed in archives on theother side of the world. AR can allow students toengage with these objects in real time, and for longeramounts of time than would be possible otherwise.
The Dog Skull Augmented Reality Interactive: An Example from Oregon State University EcampusThe dog skull augmented-reality interactive is currently being used in an Oregon State UniversityEcampus Morphology of Canines course. This AR application has allowed an instructor to digitizeborrowed materials so that a larger group of students can view and manipulate 3-D images ofcanine skulls. It links marker graphics to models via the Vuforia app, which allows users to teachdevices (e.g., iPads or other mobile technology) to recognize markers and place models into acamera overlay. Thus, students can interact with the 3-D images of canine skulls through an app.Click here to see the dog skull augmented-reality interactive in action.Learners Can Manipulate Rare Objects or PlacesExample. Let learners explore the skull of an extinctanimal or show learners the true size of the MonaLisa.originally. This possibility works well for situationssuch as study-abroad trips, where students cansimultaneously view historic versions of the buildingsthat are right in front of them.In addition to being able to view rare or unique objectsfor longer periods, students often have the ability tomanipulate objects through AR. For example, theymight be able to pick something up, rotate it, and lookat it from all angles. These objects might be ones thatstudents would not be allowed to touch or to whichreal-world access is not feasible. When students learnabout places or objects in the abstract, it can also bedifficult to convey a sense of scale to them. However,AR allows students to view objects at scale within realworld environments.Example. Show learners what a tree sapling will lookLearners Can See with Increased CapabilityExample. Offer learners an at-scale view of a historicbuilding from another country.like, what a color spectrum beyond normal eyesightlooks like, or the level of natural radiation in the dirtbelow.Time travel is one of the most amazing benefits of AR.In addition to being able to view objects at scale,students also have the opportunity to view historicalobjects or places as they would have appearedIn addition to depicting the future and the past, ARcan help visualize phenomena that could not be seenwithout superhuman capabilities—those that areotherwise invisible to the human eye.like as it grows over time and across differentseasons.In AR, time travel works both ways, allowing studentsto see into the past and into the future. In situationswhere students need to learn how something changesover time, AR offers the benefits of viewing an object’sfuture self, and the process that it would go through toget there.Example. Show learners what airflow in a room looksThe Augmented Reality Sandbox: An Example from Oregon State University EcampusThe augmented-reality sandbox was originally developed by the University of California, Davis,and is currently being used in an Oregon State University Ecampus Permaculture Design andTheory course. This tool uses a 3-D camera to project a dynamic topographic map onto sand.Because the map reacts in real time when changes are made to the landscape, it has allowed aninstructor to demonstrate how flowing water responds to natural and design elements, such as inponds and during earthquakes. Click here to see the augmented-reality sandbox in action.Page 4
Learners Can Obtain More and Better DataExample. Offer students measurement data for labspecimens as they view an object using AR or offerlearners different views of a garden and how it will beimpacted by changing seasons so that they can makedata-driven decisions about permaculture.Embedded metadata within AR objects allow studentsto gather information more quickly. Rather thanviewing an object and then researching that object onthe internet, students can use AR to view the datawith the object at the same time. In many cases,instructors also might want students to be able toimagine different outcomes for the same event, or toenvision what-if scenarios. With AR, learners are ableto see a range of different options acted out ordisplayed alongside one another so that they canmake more-informed decisions about how to moveforward.Example. An AR application can be programmed todisplay certain colors for a user who is colorblind, orto rearrange the layout of presented numbers for auser who has dyslexia. Besides helping students seeadditional data about the content displayed, AR canalso be utilized to tailor the way content is presented.Depending on the technology used, an application canbe programmed to make information accessible to aspecific user. The individualized-augmenting AR hasthe potential to screen out distractions and helpstudents with specific needs focus on the relevantcontent.Learners Can Be MotivatedExample. Rather than a traditional scavenger-huntmodel, ask students to use an AR application toexplore metadata from books within a library settingto enhance their experience.Empirical research has found that studentsexperience cognitive benefits when learning throughAR, compared to traditional teaching methods (e.g.,Carbonell-Carrera, Jaeger, & Shipley, 2018;Diegmann, Schmidt-Kraepelin, Eynden, & Basten,2015). These benefits include increased motivation,attention, concentration, and satisfaction. In general,student subjects of past research have been eager toPage 5learn through technology and have demonstrated andreported satisfaction with the task at hand, possiblybecause AR can facilitate engagement by involvingstudents physically in the learning task. Students mayfind AR more fun and immersive than traditionalteaching methods, which can increase theirmotivation to learn.Learners Can Experience More Student-Centered andPersonalized EducationExample. Ask students to use an AR application to seethe relative size of a person or object (e.g., comparethe size of an average Neanderthal to a familymember), rotate it, and click on various parts to readinformation.Diegmann et al. (2015) found that AR can facilitatelearning and pedagogical techniques relating toprocesses and course content. For example, AR canbe a great tool when instructors wish to use studentcentered learning, or a method that allows students tolearn at their own pace, with instructor facilitation.This can individualize the learning process, and, asstudents use the technology to explore the content,instructors can be freed to provide feedback tailoredto individual needs and questions. Additionally, thisexperience can give students practice in immersingthemselves in the technology and content and canpush them beyond the passive learning that can occurwhen instruction is less individualized (e.g., lecture).The individualized nature of AR can also help studentslearn content more efficiently. Research has foundseveral benefits of AR in content knowledge, includingimproved spatial awareness, memory, and fasterlearning compared to non-AR applications (Diegmannet al., 2015). Additionally, users of AR have shownbetter understanding of how the content could beapplied, because AR can help students see everythingin context (Dede, 2012). This makes AR a great toolfor certain pedagogical techniques that seek to helpstudents understand systems and interrelationsbetween concepts, such as constructivist methods(Miller & Dousay, 2015). Students can also use AR tosee things in specific physical spaces, such as in theirown home. This can make the learning experiencemore memorable and rewarding, because students
can connect and compare new content with familiarelements.To take full advantage of many of these benefits ofAR, higher education will see an increased use ofmetadata, or the descriptive information that can beembedded into virtual objects. Rather than storing anobject and its data in separate digital or physicallocations, AR offers the possibility of combining them.This landscape increases the possible uses of thosedata, which may increase what information the braincan access. Additionally, this use of data in AR mayallow learners to discern connections betweeninformation that were not possible before. For many ofus, the internet has been a first step in this process;AR is another step on that journey.Challenges of Augmented Reality forHigher Education ImplementationAlthough AR has the potential to benefit learningenvironments, instructors might find it challenging toimplement this kind of technology in the classroom,perhaps partially because of a hesitancy someinstructors feel about using relationship-enhancingtechnology in the classroom generally (e.g., phones,tablets, social media; see Fonseca, Martí, Redondo,Navarro, & Sánchez, 2014). The literature has alsonoted several limitations of AR use specifically. Forexample, instructors need certain abilities toeffectively implement AR, and developing theseabilities can take time and effort for the instructor andpossibly resources from the institution. Additionally,some learning outcomes and projects might lendthemselves to AR use more than
how augmented reality can shape teaching and learning, especially as current elementary and secondary students become accustomed to using similar technology in the classroom. Keywords: Augmented reality, higher education, teaching and learning, benefits and challenges . Imagine trying to facilitate a question-and-answer
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