Skip to main content

Augmented Reality Teaching and Learning

Abstract

This literature review focuses on augmented realities (AR) for learning that utilize mobile, context-aware technologies (e.g., smartphones, tablets), which enable participants to interact with digital information embedded within the physical environment. We summarize research findings about AR in formal and informal learning environments (i.e., schools, universities, museums, parks, zoos, etc.), with an emphasis on the affordances and limitations associated with AR as it relates to teaching, learning, and instructional design. As a cognitive tool and pedagogical approach, AR is primarily aligned 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.

Keywords

  • Augmented reality
  • Mobile learning
  • Context-aware
  • Location-based

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-1-4614-3185-5_59
  • Chapter length: 11 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   269.00
Price excludes VAT (USA)
  • ISBN: 978-1-4614-3185-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Fig. 59.1
Fig. 59.2
Fig. 59.3
Fig. 59.4
Fig. 59.5
Fig. 59.6

References

  • Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., & MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34–47. Computer Society Press, Los Alamitos, CA, USA.

    CrossRef  Google Scholar 

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. The Journal of the Learning Sciences, 9(4), 403–436.

    CrossRef  Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.

    CrossRef  Google Scholar 

  • Bruner, J. S. (1966). Toward a theory of instruction. Belknap: Cambridge, MA.

    Google Scholar 

  • Clarke-Midura, J., Dede, C., & Norton, J. (2011). Next generation assessments for measuring complex learning in science. In The road ahead for state assessments (pp. 27–40). Cambridge MA: Rennie Center for Education and Public Policy. http://renniecenter.issuelab.org/research

  • Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 19, 99–114.

    Google Scholar 

  • Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33(3), 52–70.

    Google Scholar 

  • Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of Learning Sciences, 13(1), 15–42.

    CrossRef  Google Scholar 

  • Cunningham, D. J. (1992). Beyond educational psychology: Steps toward an educational semiotic. Educational Psychology Review, 4, 165–194.

    CrossRef  Google Scholar 

  • Dede, C. (2004). If design-based research is the answer, what is the question? A commentary on Collins, Joseph, and Bielaczyc; diSessa and Cobb; and Fishman, Marx, Blumenthal, Krajcik, and Soloway in the JLS special issue on design-based research. Journal of the Learning Sciences, 13(1), 105–114.

    CrossRef  Google Scholar 

  • Dede, C. (2005). Why design-based research is both important and difficult. Educational Technology., 45(1), 5–8.

    Google Scholar 

  • Dede, C. (2008). Theoretical perspectives influencing the use of information technology in teaching and learning. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 43–62). New York: Springer.

    CrossRef  Google Scholar 

  • Dede, C. (2009). Immersive interfaces for engagement and learning. Science, 323(5910), 66–69. doi:10.1126/science.1167311.

    CrossRef  Google Scholar 

  • Dede, C. (2011). Developing a research agenda for educational games and simulations. In S. Tobias, & J. D. Fletcher (Eds.), Computer games and instruction (pp. 233–250). Charlotte, NC: Information Age.

    Google Scholar 

  • Design-Based Research Collective. (2003). Design based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5–8.

    CrossRef  Google Scholar 

  • Dieterle, E., Dede, C., & Schrier, K. (2007). “Neomillennial” learning styles propagated by wireless handheld devices. In M. Lytras & A. Naeve (Eds.), Ubiquitous and pervasive knowledge and learning management: Semantics, social networking and new media to their full potential (pp. 35–66). Hershey, PA: Idea Group, Inc.

    CrossRef  Google Scholar 

  • Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.

    Google Scholar 

  • Dunleavy, M. (2010). Persistent design challenges: Augmenting reality for learning with wireless mobile devices. San Diego, CA: Invitation Symposia at Society for Information Technology and Teacher Education (SITE).

    Google Scholar 

  • *Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 722

    Google Scholar 

  • *Dunleavy, M., & Simmons, B. (2011). Assessing learning and identity in augmented reality science games. In L. Annetta & S. Bronack (Eds.), Serious educational games assessment (pp. 221–240). Rotterdam, The Netherlands: Sense

    Google Scholar 

  • *Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah: mobile gaming and learning? Journal of Computer Assisted Learning, 20, 399–409

    Google Scholar 

  • Gagnon, D. (2010). ARIS: An open source platform for developing mobile learning experiences. Unpublished manuscript, University of Wisconsin, Madison, WI. Retrieved from http://arisgames.org/wp-content/uploads/2011/04/ARIS-Gagnon-MS-Project.pdf

  • Gallagher, A. G., & Sullivan, G. C. (2011). Fundamentals of surgical simulation: Principles and practice. New York, NY: Springer.

    Google Scholar 

  • Gauntt, J. (2009). The world is the desktop: Mobile augmented reality. Giga Omni Media

    Google Scholar 

  • Hays, R. T., Jacobs, J. W., Prince, C., & Salas, E. (1992). Flight simulator training effectiveness: A meta-analysis. Military Psychology, 4, 63–74.

    CrossRef  Google Scholar 

  • Johnson, L., Smith, R., Willis, H., Levine, A., & Haywood, K. (2011). The 2011 Horizon report. Austin, TX: The New Media Consortium.

    Google Scholar 

  • Jonassen, D. (2005). Modeling with technology: Mindtools for conceptual change (3rd ed.). New York: Prentice-Hall.

    Google Scholar 

  • Kamarainen, A., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutweiler, M. S., & Dede, C. (2012). EcoMOBILE: Integrating Augmented Reality and Probeware with Environmental Education Field Trips, Computers & Education, Available online 14 March 2013, ISSN 0360-1315, 10.1016/j.compedu.2013.02.018.

    Google Scholar 

  • *Klopfer, E. (2008). Augmented learning. Cambridge, MA: MIT

    Google Scholar 

  • Klopfer, E., & Sheldon, J. (2010). Augmenting your own reality: Student authoring of science-based augmented reality games. New Directions for Youth Development, 128(Winter), 85–94.

    CrossRef  Google Scholar 

  • *Klopfer, E., & Squire, K. (2008). Environmental detectives—the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203–228

    Google Scholar 

  • Klopfer, E., Squire, K., & Jenkins, H. (2002). Environmental detectives PDAs as a window into a virtual simulated world. International Workshop on Wireless and Mobile Technologies in Education

    Google Scholar 

  • Kolodner, J. (2001). Case-based learning. New York: Springer.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

    CrossRef  Google Scholar 

  • Li, S. (2010, June). “Augmented reality” on a smartphone brings teaching down to earth. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Augmented-Reality-on/65991/

  • Liestol, G. (2011). Learning through situated simulations: Exploring mobile augmented reality. Research Bulletin 1, EDUCAUSE Center for Applied Research. Boulder, CO. Retrieved from http://www.educause.edu/ecar.

  • Mestre, J. (2002). Transfer of learning: Issues and a research agenda. Arlington, VA: National Science Foundation.

    Google Scholar 

  • Morrison, A., Oulasvirta, A., Peltonen, P., Lemmela, S. Jacucci, G., Reitmayr, G, Nasanen, J., & Juustila, A. (2009). Like bees around the hive: A comparative study of a mobile augmented reality map. Conference on Human Factors in Computing Systems. Retrieved from http://portal.acm.org/citation.cfm?id=1518991

  • O’Shea, P., Dede, C., & Cherian, M. (2011). The results of formatively evaluating an augmented reality curriculum based on modified design principles. International Journal of Gaming and Computer-mediated Simulations, 3(2), 57–66.

    CrossRef  Google Scholar 

  • O’Shea, P., Mitchell, R., Johnston, C., & Dede, C. (2009). Lessons learned about designing augmented realities. International Journal of Gaming and Computer-Mediated Simulations, 1(1), 1–15.

    CrossRef  Google Scholar 

  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.

    CrossRef  Google Scholar 

  • Perkins, D. N., & Salomon, G. (1992). Transfer of learning. Contribution to the international encyclopedia of education (2nd ed.). Oxford, England: Pergamon

    Google Scholar 

  • Perry, J., Klopfer, E., Norton, M., Sutch, D., Sandford, R., & Facer, K. (2008). AR gone wild: Two approaches to using augmented reality learning games in zoos. Proceedings of the 8th International Conference on International Conference for the Learning Sciences, The Netherlands, (pp. 322–329).

    Google Scholar 

  • Piaget, J. (1969). Science of education and the psychology of the child. New York: Viking.

    Google Scholar 

  • Rosenbaum, E., Klopfer, E., & Perry, J. (2007). On location learning: Authentic applied science with networked augmented realities. Journal of Science Education and Technology, 16(1), 31–45.

    CrossRef  Google Scholar 

  • Salzman, M. C., Dede, C., Loftin, R. B., & Chen, J. (1999). A model for understanding how virtual reality aids complex conceptual learning. Presence: Teleoperators and Virtual Environments, 8(3), 293–316.

    CrossRef  Google Scholar 

  • Schmalstieg, D., & Wagner, D. (2007). Experiences with handheld ­augmented reality. In Proceedings of 6th IEEE and ACM International Symposium on Mixed and Augmented Reality, Japan (pp. 3–15).

    Google Scholar 

  • Schwartz, D. L., Sears, D., & Bransford, J. D. (2005). Efficiency and innovation in transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1–51). Greenwich, CT: Information Age.

    Google Scholar 

  • Spiro, R. J., Feltovich, P. L., Jackson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism, and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31(5), 24–33.

    Google Scholar 

  • Squire, K. D. (2005). Resuscitating research in educational technology: Using game-based learning research as a lens for looking at design-based research. Educational Technology, 45(1), 8–14.

    Google Scholar 

  • *Squire, K. (2010). From information to experience: Place-based augmented reality games as a model for learning in a globally networked society. Teachers College Record, 112(10), 2565–2602

    Google Scholar 

  • *Squire, K., & Jan, M. (2007). Mad city mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5–29

    Google Scholar 

  • *Squire, K. D., Jan, M., Matthews, J., Wagler, M., Martin, J., Devane, B., & Holden, C. (2007). Wherever you go, there you are: The design of local games for learning. In B. Sheldon & D. Wiley (Eds.), The design and use of simulation computer games in education, (pp. 265–296). Rotterdam, Netherlands: Sense

    Google Scholar 

  • Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31–44.

    CrossRef  Google Scholar 

  • Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • White, B. Y. (1993). ThinkerTools: Causal models, conceptual change, and science education. Cognition and Instruction, 10(1), 1–100.

    CrossRef  Google Scholar 

Download references

Acknowledgments and Disclaimers

Portions of this material are based upon work supported by the National Science Foundation under Grant Numbers DRL-0822302 and DRL-1118530. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Matt Dunleavy Ph.D. .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Dunleavy, M., Dede, C. (2014). Augmented Reality Teaching and Learning. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_59

Download citation