1. Brief Description: Augmented reality (AR) is a variation of Motion Visuals which places the learner in a semi-immersive environment that combines the real world with digitized information or images through the use of specially programmed devices like smart phones, tablets, or goggles. In AR, the real world is visible and generated information is “overlaid” on the screen to enhance what it viewed and can generate interaction. An extremely powerful tool in education when properly integrated into the curriculum, it can allow users to expand upon the real world items through digitized three dimensional concepts, expanded textual information, abstract ideas, and physically impossible images in an interactive environment.
Class of media: Instructional aid
Characteristics: Motion visual
2. Standards and Goals: Augmented reality is best used as an educational aid to enhance curriculum where interaction with real items can be enhanced through graphic representations to provide clarity or additional information. AR is also beneficial in aiding comprehension of abstract ideas, especially those that involve spatial representation. AR can also stimulate interest in learning through direct interaction with the environment like walking through a botanical garden assisted by avatars or being able to scan a code near a species for additional information. The key to remember is that the technology must be appropriate for the curriculum and an essential element to the learning.
3. Application to types of learning:
a. Cognitive objectives: Like most motion visuals, AR tends to be most effective for learners with limited prior knowledge as significant prior knowledge of the topic may interfere with the effectiveness of the motion visual based on the learners’ preexisting understanding of the subject matter. Like video, AR can be used to teach recognition of motion or activities, but in an interactive manner rather than strict observation. The interactive nature can also provide immediate feedback to students concerning task performance, component fit and operation, or reactions of items in a safe environment (like a chemical reaction in a simulated lab). Reading ability has little impact on virtual reality unless the learner has hearing impairments which require the reading of embedded text. Vocabulary levels used in the media should be appropriate for the education level of the learner.
b. Psychomotor objectives: Required psychomotor skills to participate in augmented reality simulations will vary depending on the programming and simulation used. If the simulation requires only observation, there are no psychomotor requirements other than head movement or alignment of the device with various objects. If motion and interaction are part of the simulation, the appropriate psychomotor skills for the task will be needed and should be closely monitored by the instructor for signs of disorientation. Advanced, more immersive AR simulations can be a beneficial medium to visually demonstrate interpretive movement or physical abilities/processes through direct interaction. Perceptual abilities will be key to proper understanding of displayed content. Visually impaired students may not be able to participate in AR demonstrations depending on the severity of their impairment.
c. Affective objectives:
In most cases AR simulations will have limited affective impact as they are based in the surrounding, real world environment. However, the immersive and interactive nature can be a motivator for deeper learning.
4. Strengths: As apposed to still visuals or video, AR allows the learner to directly interact with their learning environment and strengthen connections through the interaction, visual, and audio stimuli. Other strengths include
- Risk-Free Observation – Potentially dangerous processes can be conducted without the risk of injury due to the simulated environment.
- Dramatization – Learners can interact with historical figures and avatars, view detailed data about real items near them, or work within visualizations that would not be possible, such as the internal organs of the human body and how they function.
- Affective Learning – Although somewhat limited based on the real environment, augmented reality can help shape attitudes, both personal and social, through the interaction with surroundings and deeper learning about the items represented.
- Problem Solving – The interactive nature can allow learners to discover possible solutions and alternatives in complex or dangerous scenarios without the risk of injury or use of raw materials.
- Material Cost Reductions – When simulating lab experiments, manufacturing or assembly processes, or equipment failure causes, learners can interact with and repeat the experiments as often as necessary without consuming the raw materials normally associated with the process (Burkett & Smith, 2016).
5. Limitations: While the direct interaction with the learning environment can increase student interest and learning based on the constructivist mindset, there are also significant limitations which must be considered before employing augmented reality in a learning environment:
- Isolation – Excessive use of AR may lead to isolation from peers and the conceptual impact of an incorrect belief that the augmented reality is what is to be learned vice the tool for learning (Fernandez, 2017).
- Integration – It is essential that the technology be integrated with a focus on the curriculum and the student or it may waste time, effort, and funding.
- Distraction – Because AR is based on the physical environment in which the student resides, the distractions of unpredicted interruptions (other teachers or students in the room, movement outside of windows, etc.) can still have an effect on the learner and pull their attention away from the focus object.
- Cost and Equipment – Producing augmented reality environments as well as the required equipment to view and interact in them may require substantial investment on the part of the developer, school, or teacher. These costs must be weighed heavily to ensure the motion visuals are appropriate for the topic and any identified advantage is worth the expense (Bergeron, 2019).
6. Special Features/Creative ideas: Augmented reality has the ability to show enhanced information for real objects, provide detailed information in an expanded area in a “walk-through” format, and can help learners conceptualize abstract ideas through the animation of components and visualization of items that are impossible to see in the real world, such as the valve operation and blood flow of the human heart. AR can also allow learners to repeat experiments multiple times to ensure comprehension without the cost and waste of additional raw materials. By combining aspects like real life items/people, animated characters or representations, audio feedback, and interactive features, designers can build a captivating learning tool which will enhance the instructor’s content.
7. UDL/ Accessibility requirements: One of the advantages of AR is that the instructor has control of the virtual elements within the environment and can customize training to the specific learner, and control some of the sensory inputs and outputs which is a significant advantage when working with learners with impairments such as autism, ADHD, or traumatic brain injuries (Jeffs, 2009).
Vary the methods for response and navigation
To provide equal opportunity for interaction with learning experiences, an instructor must ensure that there are multiple means for navigation and control is accessible.
- Provide alternatives in the requirements for rate, timing, speed, and range of motor action required to interact with instructional materials, physical manipulatives, and technologies
- Provide alternatives for physically responding or indicating selections (e.g., alternatives to marking with pen and pencil, alternatives to mouse control)
- Provide alternatives for physically interacting with materials by hand, voice, single switch, joystick, keyboard, or adapted keyboard
Significant numbers of learners with disabilities have to use Assistive Technologies for navigation, interaction, and composition on a regular basis. It is critical that instructional technologies and curricula do not impose inadvertent barriers to the use of these assistive technologies. An important design consideration, for example, is to ensure that there are keyboard commands for any mouse action so that learners can use common assistive technologies that depend upon those commands. It is also important, however, to ensure that making a lesson physically accessible does not inadvertently remove its challenge to learning.
- Provide alternate keyboard commands for mouse action
- Build switch and scanning options for increased independent access and keyboard alternatives
- Provide access to alternative keyboards
- Customize overlays for touch screens and keyboards
- Select software that works seamlessly with keyboard alternatives and alt keys
8. Technology Resources/websites:
ARCore, Vuforia, DeepAR, EasyAR
Blippar an augmented reality program that can make learning materials interactive via augmented reality. Has computer vision APIs can recognize millions of objects. (English Language Learners),
Article: Augmented Reality in Education: https://touchstoneresearch.com/infographic-how-we-use-ar/
RJ Cooper & Associates, Inc. https://store.rjcooper.com/collections/access
augmented reality and accessibility: https://gettecla.com/blogs/news/augmented-reality-and-accessibility
9. Examples of augmented reality:
https://www.youtube.com/watch?v=tnRJaHZH9lo
XBox with accessibility: https://www.xbox.com/en-US/xbox-one/accessibility
10. References:
Bergeron, C. (2019, April 9). Re: Motion Visuals [Online course wiki page comments]. Retrieved from https://cyberactive.bellevue.edu/ultra/courses/_483792_1/cl/outline
Burkett, V. C., & Smith, C. (2016). Simulated vs. hands-on laboratory position paper. Electronic Journal of Science Education, 20(9), 8-24. Retrieved from https://files.eric.ed.gov/fulltext/EJ1188061.pdf
Fernandez, M. (2017). Augmented virtual reality: How to improve education systems. Higher Learning Research Communications, 7(1), 1-15. Retrieved from https://eric.ed.gov/?q=EJ1150087
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
MAKE IT ACCESSIBLE 