Where Does My Augmented Reality Learning Experience (ARLE) Belong? A Student and Teacher Perspective to Positioning ARLEs

Abstract

The paper provides a high-level review of the current state of techno-pedagogical design in Augmented Reality Learning Experiences (ARLEs). The review is based on a rubric constructed from the Meaningful Learning with ICT framework and the Orchestration Load reduction framework, providing, respectively, a view of primarily student- and primarily teacher-focused dimensions in ARLEs. Fifty-nine ARLEs are reviewed based on an extensive search for papers based on both previous work in the field as well as academic databases. Exemplars for specific situations are provided as well as a correlation analysis between dimensions and an overall view of the maturity of the field in terms of relevant techno-pedagogical considerations, giving ARLE practitioners practical information on the current state of the field as well as assistance in better positioning their future ARLE design efforts.