Augmented reality and mobile learning: the state of the art

Elizabeth FitzGerald, Anne Adams, Rebecca Ferguson, Mark Gaved, Yishay Mor & Rhodri Thomas

Our story today

• Introduction• Defining technology-enhanced realities• Augmented reality, situated learning and embodiment• Classifying AR• Criticisms and limitations of AR• Embedding AR in mobile learning: current and future• Summary

• Main contributions: pedagogy and taxonomy

What is augmented reality (AR)?

• Goal of AR is to add information and meaning to a real object or place

• Enables learners to “explore” the physical world without assuming any prior knowledge

• Superimpose “information overlays” or layers, onto the world around you, using a handheld device

• Add audio commentary, location data, historical context or other forms of content that can make a user’s experience of a thing or a place more meaningful

Haptic Lotus

Hidden Histories: to the Castle!

Plus new ‘mobile media’ app on the way from the OU: Situ8(watch this space!)

Current uses of AR

• Sports coverage• Retail/marketing• Networking (‘Augmented ID’) or find someone in a

crowd• Aviation (‘head-up displays’ on windscreen of plane)• Training or task support• Navigation • Sightseeing e.g. outdoor venues; museums and art

galleries

Defining technology-enhanced realities: virtual, mixed and augmented

• Fusion of digital information in real world settings• 3 essential properties:

– real and virtual objects in real environment

– a system that aligns these objects

– that runs interactively in real time

• Not just graphical media: can also be textual, audio, video, haptic

• Context is key; also explicit intentionality of media

Reality-Virtuality Continuum, redrawn from Milgram et al 1994

AR, situated learning and embodiment

• Situated learning– Authentic, contextual– Use of tools to mediate contact with the world

• Embodiment and embodied cognition– Physical interactions with world help us to create meaning

• Other related research:– Ecology of resources– Reality-based interaction– Space/place (Dourish)

• Do we need a new theory of augmented place?(see E. FitzGerald [in press – Oct/Nov 2012] Towards a Theory of Augmented Place. IEEE Learning Technologies Newsletter: Special theme on Technology-Augmented Physical Educational Spaces. Pre-print available at http://open.academia.edu/LizFitzGerald/Papers)

Classifying AR• Examined 6 projects using AR for mobile learning• Dimensions used:

– Device or technology used– Mode of interaction– Method of sensory feedback to the user (visual/audio/text/video)– Type of experience (personal or shared)– Fixed/static or portable experience– Learning activities or outcomes

• Range of devices used but changing emphasis• Mode of interaction mostly passive and/or

exploratory• Mostly mixed media• Both personal and shared experiences

Criticisms and limitations of AR• Technical challenges

– GPS accuracy and registration errors– Varying signal quality of phone networks/WiFi coverage– Battery life of devices– Viewing the screen in bright sunlight– Using devices in the rain

• Pedagogical challenges– Learning not necessarily driven by the pedagogy– Novelty of the tech may detract from the experience– Ensure learning is not altered to fit around the limitations of the device– Tech might be more engaging that surrounding environment

(is the student removed from real world?)– Consider first the learning goals and objectives– Reduction in observation skills due to excessive reinforcing/scaffolding?

PLUS… innovation

vs sustainability?

Embedding AR in mobile learning• Can promote engagement and motivation• Can support particular learning activities such as

problem solving (see e.g. Luckin and Stanton Fraser, 2011)

• Augmented Contexts for Development (ACD)• Language learning – translational overlays• Haptic interfaces e.g. Haptic Lotus and use of

sensors for visually impaired users

The future of AR in mobile learning• Future work expected to include research into

transparent heads-up displays e.g. Google Glass• Also work into the ‘Augmented Campus’ and closer

integration with friendship circles/social networks• Do we need a pedagogical model for AR?

– Framework to guide design and evaluation of AR learning experiences

(Image attribution: Jeremykemp at en.wikipedia)

Summary• Introduction to AR• Theoretical underpinning• Taxonomy of AR mobile learning projects to analyse

current trends• Limitations and challenges• Examples of current and potential future use

Thanks for listening.

Questions, comments, feedback?

Email: elizabeth.fitzgerald@open.ac.uk

Web: http://iet.open.ac.uk/e.j.fitzgerald

Slideshare: http://www.slideshare.net/ejfitzgerald

Papers: http://open.academia.edu/LizFitzGerald/Papers

Twitter: elara99