Webliography: Augmented Reality (EDUC 639)

Summary of Augmented Reality in Education and Training

The article Augmented Reality in Education and Training covers the various roles that Augmented Reality plays in both education and training.  The augmented realities discussed take place in both the business world and the educational settings.  The article covers many areas of augmented reality from simply concepts to more complex concepts.  Other terms used to identify this technology include the early term Virtual Reality. 

This article covers the development of virtual reality in the 1960’s into the augmented reality of today.  Augmented reality is used in K-12 classrooms to enhance lessons and better engage students.  One commonly known piece of augmented reality technology is known as the SMART (System of augmented reality for teaching).  In higher education, 3D models are used to enrich learning.  Augmented reality can be found being used in many subjects such as chemistry, biology, and physics.

Augmented reality can also be found outside of education.  In the business world augmented reality is commonly used to train employees or to make a task either safer or quicker or to help the worker be more proficient.  Tour guides and mechanics alike benefit from the use of augmented reality.  In the entertainment and leisure world augmented reality can be enjoyed in gaming and for use on museum tours. 

Critique

This article provided many great uses of augmented reality.  It really helps readers understand that there is more to augmented reality outside of entertainment and leisure.  The article also helps the reader to have a better understanding of the term Augmented Reality.  Many may have one narrow idea of what augmented reality really is and this article can help them see that it has many uses and dimensions. 

On the down side, this article had a very broad number of topics with a great amount of information to take in.  It may have been more beneficial if the author had chosen to write specifically about augmented reality in just education or just in the corporate world. 

Reference

Lee, K.. (2012).  Augmented reality in education and training.  Tech Trends, 56(2), 13-21. 

Retrieved from Career and Technical Education.   (Document ID: 2581221871).

Summary of A Study of Adult Learning in a Virtual World

The article A Study of Adult Learning in a Virtual World examined the enablers and barriers of adult learning in the augmented reality known as Second Life through a qualitative research study.  The sample for this study consisted of 45 adult learners, 23 female and 22 male.  Each of the subjects had to meet certain criteria, one which was a minimum of 6 months or 100 hours of experience in Second Life.  One reason this study was conducted was because Knowles, who is credited for his concept of andragogy or adult learning theory, believed that technology in the 21^st century would greatly impact adult learning. 

The subjects were surveyed with several opened ended questions to determine the barriers and enablers of using Second Life with adult learners.  It was found that there were 6 enablers for Second Life in adult education; (1) a variety of educational topics, (2) multidisciplinary collaboration, (3) collaboration across the world, (4) social presence, (5) benefit to health and emotional well-being, (6) cost-effective compared to face-to-face. 

In addition to the benefits or enablers, some drawbacks or barriers were also found to be common.  In contrast to the benefits, only four drawbacks were found to be common; (1) technical difficulties, (2) Second Life is addictive, (3) Difficulties for newcomers, and (4) Funding for landowners who are part of small business or non-profit.  It would seem that the enablers outweighed the barriers in this case. 

Critique

This article was very interesting.  It focused only on one topic of augmented reality, Second Life, which allowed for more detail.  The qualitative study identified the enablers or benefits of Second Life as well as the barriers or drawbacks in adult learning.  As mentioned in the article itself, the study was very limited as the sample space was very small and only consisted of 45 participants.  Specifically, those subjects also had to meet certain criteria.  This may have led to a very narrow set of results.  Being that the subjects were experienced Second Life users, there may be a diverse set of barriers and drawbacks for newcomers to the Second Life world. 

Reference

Chlup, D. T., Mancuso, D. S., & McWhorter, R. R. (2010). A study of adult learning in a virtual

world. Advances in Developing Human Resources, 12(6), 681-699. doi:

10.1177/1523422310395368

Summary of Augmented Reality Makes Science No Object

The title, Augmented Reality Makes Science No Object gives a good clue to what this article is about.  In England, a new technology tool was developed to enhance science at the elementary and secondary levels.  The tool is called the LearnAR and allows students to learn science concepts through and interactive augmented reality.  The technology reacts to motion similar to those of the Nintendo Wii.  LearnAR is a website that recognizes certain icons on paper, called markers, through a webcam. 

Though this tool presents a new level of learning, some educators that were interviewed seemed to be somewhat skeptical stating that education is more than virtual 3D models.  They believe that no technology can replace authentic learning.

The article ends with a brief history of augmented reality.  Looking at the origins of augmented realities use in the early 90’s at Boeing and in the U.S. Military, it is apparent that it plays a valuable role in society and is now becoming more valuable in education as well.

Critique

Though this article was short, the content gave a nice glimpse into a creative new way to use augmented reality in education.  The article contained both facts and opinions concerning the LearnAR tool.  The opinions were presented in favor of the LearnAR and also with some skepticism from educators.  Most educators would agree that though augmented reality is fun and engaging for the students, it should not be the only method of teaching.  Augmented reality, like all educational technology is meant to be used to enhance the lessons, not replace traditional learning. 

Reference

Matthews, D.. (2010, January). Augmented reality makes science no object. The Times

Educational Supplement: TES, (4873), 15.  Retrieved from ProQuest Newsstand. (Document ID: 1965148481).

Summary of Abracadabra – Its Augmented Reality!

Abracadabra – Its Augmented Reality! The title is as attention grabbing as the article’s content.  This article focuses on augmented reality tools that react with not only printed markers, but with buildings, people, and the surrounding environment and beyond.  The author of this article is in favor of augmented reality use in the classroom as a way to extend students creative abilities.  The article highlights some of the current features available as well as some of the features that will soon be coming in the futures of augmented reality. 

            One particular augmented reality website that is featured in the article is called Zooburst.  Using this tool, students can create virtual popup books that they can interact with and share.  In addition to the magic of Zooburst, the author gives overviews of the innovations that are available on mobile applications.  One app in particular, Wikitude, will allow the camera on the mobile device to be pointed at a monument and possibly have historical facts show up, which would make a great enhancement to a field trip.  This magic of augmented reality is beginning to enhance the classroom and quickly seems to be growing at a rapid pace.

Critique

            The author of Abracadabra – Its Augmented Reality did a fantastic job hooking the reader to this article.  At first there was concern about how the author would relate the augmented reality tools to education, but as the article continued, several programs and apps were highlighted that had a great application to the educational setting.  Students today are so involved in games and a technological world that there is definitely a need to bring some magic into the classroom.  This article gave a good introduction to the possibilities that are becoming more available to the educational horizon.

Reference

Raphael, R. (2011). Abracadabra--it's augmented reality!. Learning & Leading with Technology,

38(8), 24. doi: GALE|A259379565

Summary of Who are you? Opener #8: Alternative reality learning. In The World is Open:

How Web Technology is Revolutionizing Education

One of the first points made in chapter 8 of The World is Open: How Web Technology is Revolutionizing Education, is that students have always been taught that education is separate from technology.  There is a stigma that education cannot be fun and fun cannot be education.  However, the world of education is turning more and more to the world of augmented reality because there are more learning opportunities in the virtual worlds than once realized.  Pro-gaming facts are also notated such as the finding that surgeons who played video games were faster and more efficient that those who did not.  This gives fuel to the idea of using simulators in training to increase hand-eye coordination. 

Continuing on in the chapter, it zeros in on Second Life and its development and growth.  Not only are big companies like IBM and Dell making their own space inside of Second Life, but colleges and universities are also embarking on education through Second Life.   Specifically Harvard, MIT and Stanford were the frontrunners in Second Life to buy their own islands within this augmented reality.  Courses were then offered in virtual classrooms in addition to their face-to-face classrooms.  This section also highlights educational concerns about the content in Second Life and how institutions are dealing with these concerns. 

This chapter also addresses concerns that students may enjoy the virtual worlds too much to take them seriously.  To answer these concerns, the author includes information on several initiatives that are being promoted by prominent people in education.  He also includes positive perspectives on benefits of using augmented realities.  The author even embarks upon a notion that mass multiplayer online gaming can be used to educate those in the military on topics such as leadership and decision making. 

To close this chapter, the author takes a look into what is to come in the augmented realities.  There are many questions about the role that virtual realities will take in education or if it may actually take over the face-to-face education.  The text emphasizes that the augmented reality must be authentic and to add that that reality it must be mobile and portable for learning.

Critique

            This chapter was centered on virtual worlds and their place in education.  Though there are skeptics, the author had a positive perspective on these augmented realities.  Real world examples and actual uses of Second Life in higher education added credibility to the usefulness of virtual worlds.  The author was aware of concerns and addressed them in his writing.  An important point that was made by the author is that learning can be fun and it does not have to be only pencil and paper drills.

Reference

Bonk, C. J. (2009). Who are you? Opener #8: Alternative reality learning. In The World is Open:

How Web Technology is Revolutionizing Education (pp. 275-292). San Francisco, CA: Jossey-Bass.