Virtual Reality

, Volume 10, Issue 3–4, pp 163–174 | Cite as

“Making it real”: exploring the potential of augmented reality for teaching primary school science

  • Lucinda Kerawalla
  • Rosemary Luckin
  • Simon Seljeflot
  • Adrian Woolard
Original Article

Abstract

The use of augmented reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of teacher–child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children, revealed that the children using AR were less engaged than those using traditional resources. We suggest four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. These requirements are: flexible content that teachers can adapt to the needs of their children, guided exploration so learning opportunities can be maximised, in a limited time, and attention to the needs of institutional and curricular requirements.

Keywords

Augmented reality Educational dialogue Primary classroom Design requirements 

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Copyright information

© Springer-Verlag London Limited 2006

Authors and Affiliations

  • Lucinda Kerawalla
    • 1
  • Rosemary Luckin
    • 2
  • Simon Seljeflot
    • 3
  • Adrian Woolard
    • 3
  1. 1.IDEAs Lab, Department of InformaticsUniversity of SussexEast SussexUK
  2. 2.London Knowledge LabInstitute of EducationLondonUK
  3. 3.Creative Research and Development, British Broadcasting CorporationLondonUK

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