Learning experience design for augmented reality

Betül Czerkawski,Margherita Berti

doi:10.25304/rlt.v29.2429

Abstract

Recent years have seen a growing interest in augmented reality (AR) technologies due to their potential for simulating real-life situations and creating authentic learning tasks. Studies have shown that AR enables engaging and interactive learning experiences (e.g. Bressler and Bodzin 2013; Klopfer and Sheldon 2010) and can benefit student learning (e.g. Bonner and Reinders 2018; Siegle 2019). However, although research in AR for education is not scarce, educators often do not have a learning experience design (LXD) approach that is supported by the recent findings of learning sciences and instructional design models. To bridge this gap, the present study introduces an AR-learning prototype developed by using SAM I (Successive Approximation Model I), and the Threshold Concepts Framework, employed for meaningful integration of AR into the learning process. A pre-survey and a post-survey method were utilised in the data gathering process to gauge students’ experience with the AR module. The findings show that the majority of students have not had educational experiences with AR prior to the study, and they struggled to find ways to incorporate this technology into their content areas in a meaningful way. Nonetheless, participants realised the value of AR and stated that they most likely would use this technology in the future. Based on the findings, the authors present a set of suggestions for instructors and LXDs, and provide recommendations for future research. This article is part of the special collection: Mobile Mixed Reality Enhanced Learning edited by Thom Cochrane, James Birt, Helen Farley, Vickel Narayan and Fiona Smart. More papers from this collection can be found here.

Highlights

Today, educators have many opportunities to engage their students with emerging learning technologies
Location-based AR uses ‘data about the position of mobile devices, determined by the Global Positioning System (GPS) or WiFi-based positioning systems’ (Wojciechowski and Cellary 2013, p. 572). This type of AR technology enables users to move in the real environment and observe computer-generated information on their mobile devices depending on their location
Studies have looked at the integration of AR in diverse courses, there is limited research investigating the use of this technology in online graduate courses with students being the creators of AR-based activities for learning and teaching purposes. This paper addressed this gap by introducing an AR-learning prototype/ module developed using Successive approximation model I (SAM I) and the Threshold Concepts Framework

Summary

Introduction

Educators have many opportunities to engage their students with emerging learning technologies. To evaluate and select the technologies that best fit educational environments, educators can utilise instructional design principles, the design thinking framework and evidence-based guidelines developed by the learning sciences. These models can aid in creating experiences that are learner-centered, interactive and support the mastery of content knowledge. This type of AR technology enables users to move in the real environment and observe computer-generated information on their mobile devices depending on their location. The AR technology type selected for this study, HP Reveal, is marker-based, as participants developed AR experiences based on the trigger images, or the elements they created

Methods

Results

Conclusion