Abstract
Augmented reality and remote access laboratories unions are currently very limited. For the end-user, the experience must be about the execution of the experiment and understanding the significance of the lesson. Most educational institutions practical hands-on experiments have been developed many years ago and remained static. These systems may have only been revisited as a result of technological upgrades. Remote access laboratories have driven new thought processes on how to deliver content effectively to students. Developing effective remote access configurations can suffer from weary developer syndrome, where proper development cycles are ignored and once a system is functional, the development ceases. Little regard is taken on how to continue the improvement cycle or even if it is required. Adding augmented reality may be outside of the capabilities of many facilities due to a lack of understanding surrounding the technology. What augmented reality is, what its capabilities are and how it can be implemented are key questions for management, developers and end-users alike.
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