Encyclopedia of Educational Innovation

Living Edition
| Editors: Michael A. Peters, Richard Heraud

Augmented Reality for Education

Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-2262-4_120-1


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-centered, personalized, 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 utilize 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...

This is a preview of subscription content, log in to check access.


  1. Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.CrossRefGoogle Scholar
  2. Barsom, E. Z., Graafland, M., & Schijven, M. P. (2016). Systematic review on the effectiveness of augmented reality applications in medical training. Surgical Endoscopy, 30, 4174.  https://doi.org/10.1007/s00464-016-4800-6J.CrossRefGoogle Scholar
  3. Bughin, J., Hazen, E., Lund, S., Dahlstrom, P., Wiesinger, A., & Subramaniam, A. (2018). Skill Shift Automation and the future of the workforce. McKinsey Global Institute Discussion Paper. https://www.mckinsey.com/featured-insights/future-of-work/skill-shift-automation-and-the-future-of-the-workforce. Accessed 22 Mar 2019.
  4. Cook, J. (2010). Mobile phones as mediating tools within augmented contexts for development. International Journal of Mobile and Blended Learning, 2(3), 1–12.CrossRefGoogle Scholar
  5. Ferguson, R., Coughlan, T., Egelandsdal, K., Gaved, M., Herodotou, C., Hillaire, G., Jones, D., Jowers, I., Kukulska-Hulme, A., McAndrew, P., Misiejuk, K., Ness, I. J., Rienties, B., Scanlon, E., Sharples, M., Wasson, B., Weller, M., & Whitelock, D. (2019). Innovating pedagogy 2019: Open University innovation report 7. Milton Keynes: The Open University. https://iet.open.ac.uk/file/innovating-pedagogy-2019.pdf. Accessed 23 Mar 2019.Google Scholar
  6. Hobbs, M., & Holley, D. (2016). Using augmented reality to engage STEM students with an authentic curriculum. EAI Endorsed Transactions on E-Learning, 3, 11.  https://doi.org/10.4108/eai.15-6-2016.151447.CrossRefGoogle Scholar
  7. Karakus, M., Ersozlu, C., & Clark, A. C. (2019). Augmented reality research in education: A bibliometric study. EURASIA Journal of Mathematics, Science and Technology Education, 15, 10.CrossRefGoogle Scholar
  8. Sutherland, I. (2009). Augmented reality: “The ultimate display”, re-edited with permission in Wired.com. https://www.wired.com/2009/09/augmented-reality-the-ultimate-display-by-ivan-sutherland-1965/. Accessed 22 Mar 2019.
  9. Wang, M., Callaghan, V., Bernhardt, J., White, K., & Pena-Rios, A. (2018). Augmented reality in education and training: Pedagogical approaches and illustrative case studies. Journal of Ambient Intelligent Human Computing, 9, 1391–1402.CrossRefGoogle Scholar
  10. Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.  https://doi.org/10.1016/j.compedu.2012.10.024.CrossRefGoogle Scholar

Authors and Affiliations

  1. 1.Bournemouth UniversityBournemouthUK

Section editors and affiliations

  • David Parsons
    • 1
  1. 1.The Mind LabAucklandNew Zealand