Teaching and Learning Context in Augmented Reality Environment

Augmented reality is a technology that lays computer-generated virtual imagery on top of a live direct or indirect real-world environment in real time. This disruptive technology is growing at a significant pace due to its new and innovative nature (Dingli, Seychell 2015). Currently, AR is mostly being used for advertising and commercial purposes, and in the entertainment, medical and educational fields (Wu et al. 2013). AR’s usefulness in educational contexts has driven the focus of the creation by Jun Lee and Marylee Ang-Sadecki’s Google Site, Augmented Reality 101 (AR 101), as educators are recognizing its numerous benefits to teaching and learning (Lee et al. 2012). AR enhances reality, presenting content in 3D perspectives. It promotes collaboration and strengthens the sense of presence, immediacy, and immersion in learning. Bridging formal and informal learning, AR also enables students to visualize the invisible. This increases motivation and student engagement as it offers opportunities for just-in-time learning and makes connections to real-world applications. It also enables learners to better understand complex concepts. As a result, this technology holds possibility for wider adoption by educators (Blagg 2009).


Introduction
What Augmented reality (AR) is?
Augmented reality is a technology that lays computer-generated virtual imagery on top of a live direct or indirect real-world environment in real time.This disruptive technology is growing at a significant pace due to its new and innovative nature (Dingli, Seychell 2015).Currently, AR is mostly being used for advertising and commercial purposes, and in the entertainment, medical and educational fields (Wu et al. 2013).AR's usefulness in educational contexts has driven the focus of the creation by Jun Lee and Marylee Ang-Sadecki's Google Site, Augmented Reality 101 (AR 101), as educators are recognizing its numerous benefits to teaching and learning (Lee et al. 2012).AR enhances reality, presenting content in 3D perspectives.It promotes collaboration and strengthens the sense of presence, immediacy, and immersion in learning.Bridging formal and informal learning, AR also enables students to visualize the invisible.This increases motivation and student engagement as it offers opportunities for just-in-time learning and makes connections to real-world applications.It also enables learners to better understand complex concepts.As a result, this technology holds possibility for wider adoption by educators (Blagg 2009).
What the significance of AR to teaching and learning is? AR has begun to show promise in helping students learn more effectively (Billinghurst, Duenser 2012).Though the creation of authentic learning environments, AR helps increase knowledge retention and memorization (Martin et al. 2011).In addition, AR supports the understanding of complex tasks by combining real and virtual information.AR allows learners to interact with digital content by allowing participants to manipulate images (Billinghurst, Duenser 2012).This facilitates skill acquisition more effectively, and leads to an increase in student excitement with technology (Billinghurst, Duenser 2012).
AR enhances student motivation, involvement and engagement.This results in increased student understanding of spatial and temporal concepts (Billinghurst, Duenser 2012;Martin et al. 2011), as AR enables learners to delve more deeply into topics.For a visual map of the benefits of AR, the following image has been created, the idea of AR in teaching and learning has been highlighted in the New Media Consortium's Horizon Report for K-12 in 2012.
There are two forms of AR currently available to educators: 1. location-aware and 2. vision-based.Location-aware AR presents digital media to learners as they move through a physical area with a GPS-enabled smartphone or similar mobile device.The media (i.e., text, graphics, audio, video, 3D models) augment the physical environment with narrative, navigation, and/or academic information relevant to the location.In contrast, vision-based AR presents digital media to learners after they point the camera in their mobile device at an object (e.g., QR code, 2D target).
The following scenario provides a contextualized example of both forms of AR: as the 7th grade life science student passes by an oak tree in her school playground, software-leveraging GPS plays a video on his/her smartphone describing the various habitats and animals that are found near the tree (location-aware).At the end of the video, the student is prompted to point his/her phone's video camera at a placard at the base of the tree, which triggers a three-dimensional model illustrating the anatomical structure of the oak (vision based).
The potential power of AR as a learning tool is its ability "to enable students to see the world around them in new ways and engage with realistic issues in a context with which the students are already connected" (Klopfer, Sheldon 2010).These two forms of AR (i.e., location-aware and vision-based) leverage several smartphone capabilities (i.e., GPS, camera, object recognition and tracking) to create "immersive" learning experiences within the physical environment, providing educators with a novel and potentially transformative tool for teaching and learning (Azuma 1997;Klopfer et al. 2009).Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.Interactive media now enable various degrees of digital immersion.The more a virtual immersive experience is based on design strategies that combine actionable, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is "inside" a digitally enhanced setting.Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer.
Furthermore, these two forms of AR both leverage the affordance of context sensitivity, which enables the mobile device to "know" where it is in the physical world and to present digital content to the user that is relevant to that location (Klopfer, Squire 2003).This review will primarily focus on location-aware AR played outdoors in the physical environment; while vision-based AR holds enormous potential for educators, there are few current studies on this version of AR.Research on related immersive media suggests ways in which vision-based AR could be powerful.For example, using the medium of sensorial immersive virtual reality, Project Science Space contrasted egocentric rather than exocentric frames of reference.The "exocentric" frame of reference provides a view of an object, space, or phenomenon from the outside, while the "egocentric" frame of reference provides a view from within the object, space, or phenomenon.The exocentric and the egocentric perspectives were found to have different strengths for learning, and the "bicentric" perspective alternating between egocentric and exocentric views was shown to be particularly powerful (Dunleavy, Dede, Mitchell 2009).

Theoretical foundation for AR
The assertion that AR could provide enhanced learning experiences is grounded in two interdependent theoretical frameworks: 1. situated learning theory and 2. constructivist learning theory.
Situated learning theory posits that all learning takes place within a specific context and the quality of the learning is a result of interactions among the people, places, objects, processes, and culture within and relative to that given context (Brown, Collins, Duguid 1989).Within these contexts, learning is a co-constructed, participatory process in which all learners are "transformed through their actions and relations in the world" (Brown, Collins, Duguid 1989: 37).Situated learning builds upon and extends other learning theories such as social learning theory and social development theory, which posit that the level of learning is dependent upon the quality of the social interaction within the learning context (Bandura 1977;Vygotsky 1978).
Situated learning through immersive interfaces is important in part because of the crucial issue of transfer (Dede 2009).Transfer is defined as the application of knowledge learned in one situation to another situation and is demonstrated if instruction on a learning task leads to improved performance on a transfer task, ideally a skilled performance in a real-world setting (Mestre 2002).Researchers differentiate between two ways of measuring transfer: sequestered problem-solving and preparations for future learning (Schwartz, Sears, Bransford 2005).Sequestered problem-solving tends to focus on direct applications that do not provide an opportunity for students to utilize resources in their environment (as they would in the real world); standardized tests are an example of this.Giving students presentational instruction that demonstrates solving standard problems, then testing their ability to solve similar problems involves near-transfer: applying the knowledge learned in a situation to a similar context with somewhat different surface features.
When evaluation is based on the success of learning as a preparation for future learning, researchers measure transfer by focusing on extended performances where students "learn how to learn" in a rich environment and then solve related problems in real-world contexts.With conventional instruction and problem solving, attaining preparation for future learning requires far-transfer: applying knowledge learned in a situation to a quite different context whose underlying semantics are associated, but distinct (Perkins, Salomon 1992).One of the major criticisms of instruction today is the low rate of far transfer generated by presentational instruction.
Even students who excel in educational settings often are unable to apply what they have learned to similar real-world contexts.
The potential advantage of immersive interfaces for situated learning is that their simulation of real-world problems and contexts means that students must attain only near-transfer to achieve preparation for future learning.Flight and surgical simulators demonstrate near-transfer of psychomotor skills from digital simulations to real-world settings; research on the extent to which AR can foster transfer is an important frontier for the field (Gallagher, O'Sullivan 2012;Hays et al. 1992).
Constructivist/interpretivist theories of learning assume that meaning is imposed by the individual rather than existing in the world independently (Dede 2009).People construct new knowledge and understandings based on what they already know and believe, which is shaped by their developmental level, their prior experiences, and their socio-cultural background and context (Bruner 1966;Vygotsky 1978).Knowledge is embedded in the setting in which it is used: learning involves mastering authentic tasks in meaningful, realistic situations (Lave, Wenger 1991).Learners build their personal interpretations of reality based on experiences and interactions with others, creating novel and situation specific understandings.Instructional design approaches based on constructivist theories include anchored instruction, case-based learning (Kolodner 2001), cognitive flexibility theory (Spiro et al. 1991), collaborative learning (Barron 2000), micro worlds and simulations (White 1993), mind tools (Jonassen 2005), and situated learning in communities of practice (Lave, Wenger 1991).
Instruction can foster learning by providing rich, loosely structured experiences and guidance (such as apprenticeships, coaching, and mentoring) that encourage meaning making without imposing a fixed set of knowledge and skills (Lave, Wenger 1991).
Constructivist learning theory outlines five conditions most likely to enhance learning: 1. embed learning within relevant environments; 2. make social negotiation integral to the learning experience; 3. provide multiple perspectives and multiple modes of representation; 4. provide self-directed and active learning opportunities; 5. support and facilitate metacognitive strategies within the experience (Cunningham 1992;Driscoll 2000;Piaget 1969;Vygotsky 1978).
As a cognitive tool or pedagogical approach, AR aligns well with situated and constructivist learning theory as it positions the learner within a real-world physical and social context, while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation (Dunleavy, Dede, Mitchell 2009).
Augmented reality is poised to transform profoundly education, as we know it.The capacity to overlay rich media onto the real world for viewing through web-enabled devices such as phones and tablet devices means that information can be made available to students at the exact time and place of need.This has the potential to reduce cognitive overload by providing students with "perfectly situated scaffolding", as well as enable learning in a range of other ways.This article reviews uses of AR both in mainstream society and in education, and discuss the pedagogical potentials afforded by the technology.Based on the prevalence of information delivery uses of AR in education, I argue the merit of having students design AR experiences in order to develop their higher order thinking capabilities.A case study of "learning by design" using AR in high school visual art is presented, with samples of student work and their feedback is indicating that the approach resulted in high levels of independent thinking, creativity and critical analysis.The article concludes by establishing an outlook for AR and setting a research agenda going forward.
AR is likely to be a new form of demonstration where no need to have any physical model presented, hence it should be available for students at home (only a printed AR marker, a webcam and a computer with internet connection are required), AR books, AR development and logical games are just about to appear in education.The usage of AR technology could be inserted in many subjects i.e., math on the lessons about geometry, or with 3D representation of cells in biology, in chemistry displaying molecular structure in PE a team sport simulation can be established.Additionally, any subject can be more colorful, more interesting and interactive.Furthermore, education may profit from AR development or logical games.At computer science lessons, students can familiarize themselves with the background of AR and they can create their own AR projects.For instance, beginners can create their own 3D pop-up books at ZooBurst.After having registered, as well storytellers can create their own world in which their stories can come to life.An ARmarker can be assigned to the virtual book that helps the physical book to become lively.On the next level of the use of AR, students may construct a 3D model with 3D editing tools and an ARmarker accompanied by their own AR source codes.
In the article I introduced the relevance of AR and presented how the technology works, showing some examples of popular products and the direction where it is heading.I described this area, explaining the different modules of the AR portal and their use.Demonstrating some of the applications in university education, which was elaborated on an experiment.My present findings so far convinced me that AR technology could be a very good practical extension to textbooks and exercise; they give virtual hands on experiences to understand better the models within learning context.
While AR succeeds as a motivational hook, gains in learning are demonstrated consistently less.Successful use of new technologies depends on matching technologies with the learning outcomes it best supports.Because of the visual-spatial nature of 3D AR, motor skill learning in particular, can be enhanced through direct manipulation of objects that mimic real conditions.For intellectual skills, learning gains are attributable to quality engagement, rather than the AR itself.Additionally, a clear articulation of institutional support for digital learning increases the likelihood of successful implementation.
The convergence of so many technologies is creating new ways of interacting and engaging with the world leading to new ways of thinking.It could be we have not yet discovered the best application of these new tools for enhancing learning.Perhaps there are as-yet unmeasured indicators that would support continued use and investment in education.
We are in the era where connecting the senses of audio, visual and touch zone in our brains is necessary to enhance the way our cognitive development is well constructed as well our education system to get the correct cognitive outcome.The time is exactly right.To start looking into our education system, the same way we do with our brains.Involving and connecting the sense of specific teaching, with modern learning, together with the sense of cognitive gaming, to augment the education to build a new module of information, to cope with the huge and extremely fast update of information in this age of technology.

Conclusions and future directions
The article describes augmented reality applications in the field of education as a teaching and learning enhancement.AR is an applied technology of many cross-cutting areas.Meanwhile, it can be certainly used in many fields.Here, I focused on mainly education because needs of them are partly close, but for exhibition, we could discuss augmented reality applications in museums, cultural heritage relics and commercial showcases.It could provide extra and extensive information by a friendly and intuitive way.Some typical instances are introduced in details.Nevertheless for education, I firstly classify this area into two fields of personal device and multiuser installation.Then, AR applications in video game player, handheld game console, and mobile phone are carefully discussed.At last, multiuser theme park attractions with augmented reality are introduced, like creative interactive 3D live.
From discussions above, we can easily find that AR is suitable for education, entertainment and exhibition.It gives a better immersion feel and appealing form by combining real and virtual world together.Those are meeting the needs of those fields.AR in new product release and live learning in an interesting and unforgettable information or experience of teaching and learning.Nevertheless, AR in those fields has different requirements.AR in education should be more playable, while in exhibition should focus on its functions and convenient use for users.
Therefore, when we develop an AR education system, we should pay more attention to its design and plan on playability, then the vivid mixed reality view rendering.On the other side, actual and useful function should be considered firstly for its applications in education.Lastly, user survey is needed for its massive use for the students and educators.Nowadays, many applications are emerging on the online stores, with mobile technology as a personal device, its computing ability and display indeed inspires lots of imaginations, and bring a bright future