Augmented Reality For Education

Professor Debbie Holley, Dr Mike Hobbs,

Bournemouth University, Bournemouth, Dorset
E-mail [email protected]; [email protected]
Corresponding [email protected];

Introduction
Reimagining our future engagement with learners through an augmented reality (AR) lens offers a
range of possibilities, on a continuum from rigid materials, created with generic learning outcomes,
to learner-centred, personalised and emancipatory practice. Educational paradigms are shifting to
include alternatives to physical classrooms and the controlled virtual learning spaces that support
traditional content delivery. Augmented reality is part of a broader mixed reality where varying
degrees of virtual enhancement to the real world can be integrated into traditional delivery practice
but also allow learning spaces to be explored more imaginatively and collaboratively.

For educators, there are significant challenges to utilise the potential of technology to meet the
increasing demands of students, institutions, industry and the expectations of society. By carefully
scaffolding educators into reframing their curricula to encourage, inspire and motivate a diverse
student body, technology can act as a mediator – a proxy for what Vygotsky termed the ‘more
capable peer’ (Cook 2010). AR applications in education, training, marketing, medicine and other
industries demonstrate both the capability of the technology and the need for designers to be aware
of the possibilities. Karakus et al (2019), in their bibliometric study of augmented reality in
education, identify the work by Wu et al (2013) as the most influential across the sector. This paper
suggests that AR not only bridges virtual and real worlds but alsocreates an enhanced reality
through a creative process. They argue that the educational values of AR are not solely based on the
use of technologies but are closely related to how AR is designed, implemented and integrated into
formal and informal learning settings.

The recent McKinsey report (Bughin et al, 2018) modelled skills shifts in automation and artificial
intelligence going forward to 2020 and found a sharp acceleration in demand for these technologies
that will transform the workplace, as humans work with ever smarter machines. Transferring
technology for educational use, re-use and re-purpose are key emergent themes in research as
employers demand ever more technology enabled graduates, with high-level cognitive skills.

AR Definition and General Mechanisms

The ‘augmented’ term of augmented reality (AR) has its origins from an essay written by Sutherland
(2009) where the author predicts:
“There is no reason the objects displayed by a computer have to
follow the ordinary rules we are familiar with ...the user of a visual
display could easily make solid objects transparent. He can ‘see
through matter’ [with] augmented reality urbanware”
The term was first used to describe technology by Tom Caudell in 1990 while working on ways to
visualise component information in aircraft construction at Boeing. In common with other virtual

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technologies, experimental prototypes were developed during the 1990s, with the first AR system
developed by Louis Rosenberg at the US Air Force Research Laboratory in 1992.

Today there are a variety of devices and technologies but most users experience AR as an application
on their smartphone to display media combined with the image of the real world on their screen.
Typically, the media is triggered by scanning objects or images that match a previously captured
image of the scene. Other triggers include dedicated logos, QR codes, location sensors, or system
generated events such as responses to user queries, display of data streams or timed events. It is
with these broader considerations in mind we move to the affordances of AR and the benefits and
barriers to adoption in a range of learning contexts.

Affordances and Application Areas

The defining feature of AR is that it is context sensitive, aware of its temporal, spatial, physical and
virtual environment, operating at a specific time (temporal), place (spatial), and in response to
particular / pre-determined real time triggers (physical), or data input (virtual). In common with
other virtual environments, it can respond to user interaction and direction so that the experience
can be unique to the user. There are many applications of AR, but these can be usefully categorised
into three broad and overlapping areas – content delivery, user content creation and data
integration.

Many applications use AR to allow the visualization and 3D exploration of remote or difficult to see
structures or components, which makes it ideal for content delivery and experiential learning in
engineering, science, medicine, environment, architecture and historical education.

In common with previously innovative, disruptive technologies, AR is extending from specialised

developers and professional publishers to include hobbyists and casual creators within social media.
Ranging from basic image filters to more sophisticated AR shopping experiences and development
studios, Snapchat, Facebook and Instagram are providing users with AR creation and sharing
facilities. This provides considerable opportunity for educationalists to develop collaborative
projects that allow students to create and share their own artefacts in many different learning
contexts.

A more technically advanced use combines image recognition with data analysis, enabling prototype
systems to automatically identify triggers and associate overlay information; enabling large-scale
integration of AR with existing information resources. Using AR as part of data analysis and
visualisation can help illustrate and interpret results. For example, blood circulation data can be
projected onto a patient’s body to show blood flow issues from diseases such as diabetes; the inside
of a nuclear reactor comes to life; teams working at critical incidents such as fire crews can ‘see’ how
flames proliferate inside a building.

Augmented Technology
AR is made up of several continually developing technologies that fit within a continuum of
virtualisation from none (real world) to complete (virtual world), as shown in Figure 1 where
augmented reality and augmented virtuality are also known as ‘mixed’ reality.

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 AR AV VR
Reality

Augmented Reality

Augmented Virtuality

Virtual Reality
Real objects Overlay virtual Real objects Virtual
(people things) media onto (typically environments
and their images of real, remote) (games, virtual
representations present objects displayed in worlds) with
virtual spaces. virtual objects
and avatars.

Figure 1. Technologies within the mixed virtual continuum

Viewing AR
Figure 2 shows representative examples of the main viewing display devices. The simplest AR
devices are smart phones or tablets running an AR app. These can be used handheld or with a viewer
such as Google Cardboard, or one of the many similar products that support the device in a headset
with lenses to provide a 3D view. Coupled with a free version of an AR app students can use their
own devices making it possible to engage in AR use and content creation without the need for
expensive equipment and software.

Although the original Google Glass was seen as a breakthrough it has not been a commercial
success. However, there are a wide range of heads-up display glasses that project media onto the
surface of the lens and provide different levels of interaction – from simple audio, to sophisticated
interactive media and dedicated controllers for remote devices such as drones. Processing power is
often provided by mobile phone to provide an intermediate platform between a handheld device
and a full headset.

Headsets designed for VR and gaming (such as Oculus, HTC Vive, Samsung Gear and Sony PlayStation
VR) have been adapted for AR but need to provide a camera facility to capture the real world to
enable augmentation. Many of these require a high-speed data link to a sufficiently powerful
computer or game console, which provides good quality graphics but limits their mobility. More
sophisticated versions come with their own image processing capability.

An indication of the direction of technological development is shown by the Magic Leap, which has
been designed for AR with lenses embedded in a wraparound headset. This has a pocket-sized
processing pack and uses sensors for gesture control, object location and accurate image overlay.
The Microsoft Holo Lens uses an on-board computer for gesture control sensors and to project
images onto a transparent screen to combine the virtual with the real-world view. It has shown
potential for AR based collaboration allowing participants from different locations to interact with
3D models for engineering and medical projects.

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 Headsets – Oculus, Vive,
Increasing
Hololens, Magic Leap
availability, access
and mobility
Glasses – Google
Glass

3D viewer –
Google Cardboard

Phone / tablet

Increasing cost, quality

of image, immersion and
communication

Figure 2. AR viewing devices

Using and Creating AR

There are four broad groups of AR viewing apps and development systems available to users and
developers. Standalone AR apps provide a dedicated experience for users. Generic AR systems are
designed to allow novices, as well as professionals, to create and share content from different
authors using that technology. More sophisticated software development systems require coding
skills and provide tools for importing from, and exporting to, different third-party systems. These are
used by independent developers and commercial companies to create stand alone apps. Finally, AR
is being taken up by social media companies who are increasing the range of features supported for
casual users and providing their own application development environments. This is especially
significant as it marks the progression of AR from a novelty into the mainstream and provides easy
access to a previously restricted mode of expression. Table 1 shows an indicative list of some of the
more common development environments but, given the rate of change of technology, this is a
representative snapshot rather than a definitive classification.

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 System Significant features Application areas
Systems with free app for viewing, suitable for user created content from non-experts, with
mobile app and web-based studio
HP-Reveal Easy install and link to content PR, Marketing, casual users
(Aurasma) from QR or URL
www.hpreveal.com
Layar Monthly hosting fee, Print, magazines and catalogues
www.layar.com educational discount
Zappar ZapBox – Cardboard headset, Retail, packaging, publishing and
www.zappar.com controllers and trigger cards. education

Blippar Campaign management user Marketing, Higher Education

www.blippar.com tracking.
Systems for technically able students or support staff, code-based application development
and professional system development
ARCore Google API integrates input Independent AR application
developers. from many sources, targets developers
google.com/ar/ different systems.
Apple ARkit Multiple users, persistent Independent AR application
developer. sessions, object tracking developers
apple.com/arkit

Augment Accurate and persistent AR E-commerce, sales, education

www.augment.com artefact location
Wikitude Geo-location, 3D scene Bespoke and commercial AR
www.wikitude.com recognition, object tracking, creation
browser interface
Vuforia Integration with 3D systems, Independent AR application
www.vuforia.com trigger AR with location, card, development
image or object.

Table 1 Representative selection of AR systems and tools

Augmented Reality for Learners: Examples of the Learner

Experience
The affordances of AR support a range of pedagogical approaches when designing a learning
experience. Place-based learning, encouraging learners to make their thinking more visible, and
team-based approaches to professional development help engage the learner in an active learning
context (Ferguson et al, 2019).

AR is particularly suited for use within a scaffolded programme. It gives an element of novelty,
encourages exploration and focuses on the individual experience; developing a deeper
understanding of the concepts, while providing a stimulating, collaborative, problem-solving
environment. It provides a platform to engage students with learning at a place and time of their
choosing; moving outside the confines of the formal lecture theatre and changing our practices in
supporting their learning. These principles can be seen in the Hobbs and Holley (2016) case study;

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this describes the re-energising of a cohort of computer science students who were struggling with
the personal development planning (PDP) assessed component of a core unit. By undertaking a
radical curricula review, the weekly didactic lecture was transformed to a co-created, dynamic,
student led space. Students in small groups were required to create a team name with a logo and an
augmented reality artefact (an Arasma ‘aura’) to engage with the University Library. They then
planned, scripted and storyboarded a short video overlay for their aura, which echoed and linked to
core themes from software and game design. Over a three-year period, the progression rate moved
from 66% to 91%, working with 345 students; the biggest single factor was that the authentic
aspects of the AR tasks aligned with student expectations for the context of the soft skills they were
practicing. Thus learner–centred and personalised approaches to learning were supported by the
affordances of AR. Feedback showed that the learners were motivated, inspired and challenged by
this different model of learning.

AR offers educators and their learners opportunities to personalise pedagogical practices through
the use of content specific apps, an early example was ‘The 3D Interactive Augmented Realty
Coloring Book’, introduced at the IEEE 3D symposium by Clark and Dünser in 2012. This exploited the
affordances of AR and offered ways for educators to work with groups who struggle to access a
school-based curriculum. Originally trialled with primary school classes in mind, the principles can
be applied to agile design and 3D modelling for non-experts. Another way of using AR is to embed it
into learning / play activities, using objects or cards as triggers in an otherwise relatively
unstructured play environment to create ‘educational magic toys’.

At California State University, AR was used with GPS sensors to simulate geology expeditions for
students at five institutions who were able to engage with a meaningful geological learning
experience, without having to travel hundreds of miles to the Grand Canyon. This is an example of
AR facilitating experiential learning outside the normal environment of the classroom.

Bespoke systems use specialised equipment or combine existing systems in novel ways. For
example, the ‘Starry Sky’ exploration system created by Shanghai University, demonstrates AR used
within a complete learning system built with the aim of teaching primary school students about the
solar system; this includes video and interactive gaming as well as mobile devices to scan ID cards
that support instructor based learning in the classroom. This illustrates how AR can be integrated
with other teaching methods such as gamification.

Creative AR systems aimed specifically at education, enable the creation and sharing of AR materials
and provide more support than generic systems, which are mostly developed for marketing and
promotional uses. For example, ‘Augment’ provides a platform for building and presenting 3D
models in a range of topics. These systems provide a more problem-based approach involving design
and construction of artefacts.

In industry, AR is used to provide support when / where needed by augmenting tools and
infrastructure to demonstrate emergency procedures and how to use and maintain equipment. It
can be used to supplement traditional training by using AR activities and context sensitive materials.
The British Safety Council uses AR in its training courses as it provides a safe environment for

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realistic, complex problems and they say it has increased retention of information and the
enjoyment of the learning experience.

Medicine has pioneered the use of AR for medical training (Barsom et al, 2016) and is also using it to
support medical procedures such as finding veins for IV insertion and overlays to project scanning
information and tissue identification during surgery. The Microsoft HoloLens has been used to locate
bones and blood vessels during lower limb surgery at Imperial College. Examples such as these
demonstrate how AR is not just an educational tool, but is also relevant to industry and career skills,
which can help to motivate students and provide more authentic learning experiences.

Sophisticated applications of AR are not confined to high tech industry. At the North Western
University Knight Lab, journalism students create AR visualisation within projects designed to
incorporate 3D AR visualisation within their work to explain complex concepts and provide a
different perspective on narrative creation.

Concluding comments
The development of AR as a meaningful educational technology aligns with the pedagogic and
economic imperatives to personalise the student experience. Responding to the changing landscape
of Higher Education (HE) requires the development of imaginative approaches to support staff in
delivering quality learning experiences with their students. AR and its affordances can make a
significant impact, as part of a mixed–media strategy, to the holistic student experience. Wang et al
(2018) and Akçayır (2017) provide reviews of current educational practice with AR, showing that it is
being used in both technical and more general educational contexts. Clearer proof of efficacy, such
as these, should improve scalability of these technologies and convince academics that investing
their time and faculty money in these technologies is appropriate in bridging the passive/active
learning continuum, as well as offering a conduit for the industry/academic cross overs. AR offers
spaces for digital making, creating, sharing and curating and thus can disrupt traditional pedagogic
frameworks. AR has huge potential in terms of disrupting existing pedagogical frameworks, and
offering shared and co-created spaces for digital making, creating, sharing and curating.

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