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What Teachers Need to Know About Augmented Reality Enhanced Learning EnvironmentsBy Christopher Wasko, Virginia Polytechnic Institute and State University

AbstractAugmented reality (AR) enhanced learn-

ing environments have been designed to teach a variety of subjects by having learners act like professionals in the field as opposed to students in a classroom. The environments, grounded in constructivist and situated learning theories, place students in a meaningful, non-classroom environment and force them to collaborate with each other in order to solve an ill-defined prob-lem. AR content, accessed via a mobile broad-band device (MBD) such as a phone or tablet, is used to guide the learning experiences. Student participants have reported an increased interest in the settings of the experiences and have ex-pressed a positive attitude towards this innova-tive form of instructional delivery. Using newly available software loaded on MBDs, teachers and/or students can design and share AR en-hanced learning environments that are tied to unique places in their communities.

Keywords: Augmented Reality, Design, Mobile Broadband Devices, Problem-Based Learning, Practice Fields, Teachers

What is AR?ugmented reality (AR) is defined by Car-migniani and Furht (2011) as, “a real-time direct or indirect view of a physical real-

world environment that has been enhanced/augmented by adding virtual computer gener-

ated information to it” (p.1). Hughes, Fuchs and Nannipieri (2011) explain that AR can be used to encourage understanding and mastery of the real world therefore resulting in an augmented perception of reality as it exists in the present or AR can propose an artificial environment that represents some past or future reality or even an impossible reality.

In the early 1990’s, AR was experienced on a cumbersome head-mounted display attached to a laptop computer. Presently, AR is almost exclu-sively experienced on mobile broadband devices (MBDs). Hardware and software on the devices allow for digital content to be overlaid on any physical area that can be reached by the user. In the near future, AR glasses such as the kind being produced by Google (Bilton, 2011) are expected to reach the marketplace. The global market for such wearable devices is estimated to jump to $1.5 billion annually by 2014 (Shalvey, 2012). Such glasses hold the potential to make AR an infinitely more common experience for the general public.

In some cases, the delivery of digital AR con-tent can be triggered by WMD features that pin-point a specific location using the WMD’s GPS system and accelerometer. In other instances, content delivery can be triggered by the WMD’s computer vision software and camera. Presently, AR content triggered by location is the more common of the two entry points but this may change as computer vision software continues

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to improve. Once triggered, typical augmenta-tions include digital enhancements in the form of text, images, videos, and 3d models.

Frequently, AR is used to provide informa-tion that can help the user better understand their current environment. For example, the ap-plication Google Sky Map can specify the name and location of a specific planet, star, or constel-lation in the night sky. Similarly, the application Word Lens can overlay a digital translation on real world text. AR browsers such as Layar and Wikitude allow users to create basic arrange-ments of digital content that can be overlaid on the physical world. Typical applications of such browsers direct users to the location of notable attractions in their immediate environment. From an instructional design perspective, a more notable use of AR can be found in the col-lection of AR enhanced learning environments that have been described in recent literature by a small group of researchers.

AR Enhanced Learning EnvironmentsOverview

Using an innovative instructional ap-proach, designers (Dunleavy, Dede & Mitchell, 2009; Klopfer, 2008; Squire & Jan, 2007; Squire & Jenkins, 2011; Squire & Klopfer, 2007) have recently created and tested several AR enhanced learning environments. The environments are grounded in constructivist and situated learning theories and typically require students, working in teams, to leave classroom and navigate a rel-evant real world location while working to solve an ill-defined problem. While participating in the experience, students use a MBD to access AR content in the form of virtual characters and objects. This digital content enhances the learning environment and provides students with relevant information that can be used to devise a solution to the problem.

The influence of constructivist theory is evident in the AR enhanced learning environ-ments. Students are free to explore wide open spaces, to learn through success and failure, and can arrive at multiple possible outcomes. The influence of situated learning theory can be found in the problem-based nature of the learn-ing environments and the fact that they attempt to minimize the gap between learning and do-ing. Essentially, students must work together to identify the problem, access digital content, and use the information to solve a problem while in-structors provide necessary support and moni-tor student learning.

Allowing students experience an augmented version of reality (in the real world) as opposed to a virtual reality (on a computer, in their class-room) is key distinguishing characteristic of this instructional approach. Instead of control-ling an avatar while exploring a virtual world, students essentially become the avatars and the physical world becomes the navigation space. According to Klopfer (2008), unique sights, sounds, and smells of the physical world provide a strong potential for authenticity and a close connection between the experience and the real world. Compared to virtual reality simulations, AR enhanced learning environments that target such unique physical elements may seem more realistic and meaningful to student participants.

The AR enhanced learning environments being designed and tested by a small group of researchers are essentially what Barab and Duffy (2000) call “practice fields”. Pedagogically, Barab and Duffy (2000) argued that “ in a practice field, the goal shifts from the teaching of concepts to engaging the learner in authentic tasks that are likely to require the use of those skills or con-cepts. (p. 30)”. Practice fields attempt to replicate many of the demands that would be present if a given task were performed in real life.

This begs the question, “Why not have stu-dents perform the actual tasks instead of the practice tasks?” When advocating for their designs, the creators of AR environments fre-quently cite the constraints of the school envi-ronment and the inherent safety and financial is-sues associated with truly authentic experiences. Dunleavy et al.,(2009) explained that classrooms often lack the complexity to engage students in authentic practices and that the alternative of bringing students to a local hospital to work with epidemiologists and doctors to study an outbreak of a disease would be impractical due to prohibitive safety, and financial costs. Squire and Klopfer (2007) claimed that AR enhanced learning environments allow students to inves-tigate phenomena, such as a chemical spill or a disease outbreak, that would be too dangerous or logistically impossible to investigate in the real world.

Notable ExampleEnvironmental Detectives (Squire & Klop-

fer, 2007) is an example of an AR learning en-vironment that exhibits all of the key identify-ing characteristics. Environmental Detectives is grounded in constructivist and situated learning theories, employs a PBL pedagogical approach, emphasizes intentional use of the physical world, and uses digital content to enhance the learn-

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ing environment. Squire & Klopfer intended the experience to be, “a nonlinear open-ended dilemma with no clear boundaries”( p. 372). While navigating the environment, students had to develop sampling strategies, analyze and interpret data, interpret scientific texts to un-derstand a problem, and design a viable reme-diation plan. Students worked in teams and took simulated sample readings, interviewed virtual people and gathered local geographic informa-tion while visiting a watershed area near their school. Ultimately, the designers aimed to en-gage students in a complex problem solving en-vironment where they could experiment with new identities and new ideas.

Associated Learning OutcomesResearchers have reported a variety of

learning outcomes associated with AR enhanced environments. Students that experienced Alien Contact! (Dunleavy et al., 2009) reported feel-ing motivated to learn on handheld devices out-side of the classroom. Students responded well to the collaborative structure of the experience. One learner claimed, “I like this project because in normal projects, we don’t have special roles and we need each other and that makes us know each other more and have better teamwork” (Dunleavy et al., 2009, p.15).

Squire and Jan (2007) designed and tested an experience called Mad City Mystery. Student participants had to solve an environmental mys-tery at a local lake using hypothesis formation, theory generation, evidence gathering, and sci-entific argumentation. Student participants re-ported feeling more like investigators in the field rather than students in a classroom. Additional-ly, students exhibited an increased interest in the physical setting and scientific content related to the experience.

In Dow Day (Squire & Jenkins, 2011), stu-dents acted as a journalist covering the student protests that occurred in Madison, Wisconsin in 1967. Researchers wanted students to under-stand the complex events from multiple per-spectives. Students interacted with digital con-tent based on actual source material found in local newspapers and watched video of a riot in the exact location where it happened. Data col-lected by researchers indicated that participants were able to understand the riots from multiple perspectives, which led them to conclude that the historical events of Dow Day were caused by several interacting and complex forces (Squire & Jenkins, 2011).

Notable examples of recent AR enhanced learning environments are detailed in

Table 1. Notable Examples

AR Environment Description

Alien Contact! Aliens crash land near a school and students are responsible for determining the purpose of the visit.

Dow Day Students take on the role of a news reporter covering the Dow Chemical protests in Madison, Wisconsin and investigate interests and perspectives of students, police and others.

Environmental Detectives A toxin is discovered in the local water supply and students must work to identify the cause of the spill, design a remediation plan, and present their solution.

Hip Hop Tycoon Students act as specialists in business finance, sales, and human resources in an attempt to build and run a successful store.

Mad City Mystery Students act as doctors, environmental scientists and government officials to investigate the cause of a death at a nearby lake.

Mentria While using their Spanish speaking skills, learners investigate clues and gather evidence to absolve themselves from a crime.

The Mystery Trip Over the course of a four day camping trip, students learn how to enjoy the outdoors responsibly.

Mystery at the Museum Acting as either a biologist, technologist or a detective, students must work together to investigate a theft.

Saving Lake Wingra Students must learn more about a local lake and prepare a presentation for their city council.

South Shore Beach Students role-play as water chemists, doctors, or wildlife ecologists who must investigate an illness linked to a local beach.

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Why AR Enhanced Learning Environments Matter

Using AR learning environments with stu-dents in schools seems to answer a call put forth by the U.S. Department of Education in its Na-tional Education Technology Plan, titled Trans-forming American Education—Learning Pow-ered by Technology. The section titled Learning; Engage and Empower indicates,

The challenge for our education system is to leverage technology to create relevant learning experiences that mirror stu-dents’ daily lives and the reality of their futures. We must bring 21st century tech-nology into learning in meaningful ways to engage, motivate, and inspire learners of all ages to achieve. Whether the do-main is English language arts, mathemat-ics, sciences, social studies, history, art, or music, 21st-century competencies and expertise such as critical thinking, com-plex problem solving, collaboration, and multimedia communication should be woven into all content areas. (http://www.ed.gov/technology/netp-2010/learning-engage-and-empower)

Critical thinking, problem solving and collabo-ration are key characteristics of all of the recent AR enhanced learning environments.

The ISTE NETS-S standards for students, published by the International Society for Tech-nology in Education (ISTE ) call for schools to help students become creative and innovative, to help the learn how to work collaboratively and to answer the call that they should be able to de-fine problems, plan and conduct research, and identify solutions. Here again, the design and use of AR learning environments may help.

AR learning environments may also help address the lack of girls and minorities choosing STEM careers. Hill, Corbett & Rode (2010) note that as of 2009, only 5 percent of girls aged 8-17 claimed to be interested in such a career. Hill et al. (2010) contend that a belief that one can suc-ceed in a given occupation is an important fac-tor that is considered when evaluating a career choice. Kekelis, Ancheta & Heber, (2005) found that children develop beliefs that they are unable to pursue particular occupations because they perceive them as inappropriate for their gender.

AR enhanced learning environments may help address the the aforementioned issues. When students play the role of a scientist, en-gineer, or technologist, they may begin to de-velop a belief that such fields are suitable for

a future career. Also, the role-playing inherent in the experiences may lead to an increased sense of confidence and efficacy as related to STEM disciplines.

Teachers as DesignersKirkley and Kirkley (2005), while discussing

the next generation of learning environments, stated, “with advances in computer technolo-gies and networked learning, we have exciting opportunities to design learning environments that are realistic, authentic, engaging and ex-tremely fun” (p.42). The authors implore readers to imagine students exploring an environment, gathering information using their handheld computers, sharing data and making hypothesis. Much has changed since 2005. At that time, only a select group of experts was able to design AR enhanced learning environments. The hardware and software available in 2005 was dramatically inferior to what is available today. Dell Axions, while sufficient in 2005, are no match for the high quality displays, quick processing speeds and advanced location aware features of modern MBDs. Previous designers often had to rely on the human and physical resources of their in-stitutions to construct design engines for their experiences. Today, several user-friendly, open source platforms for creating such experiences are available for all to download and use. Essen-tially, advances in requisite hardware and soft-ware mean that practitioners and/or students are now able to design and use AR enhanced learning environments.

Phones. Most schools may not yet own sets of MBDs

that can be used for this type of instructional de-livery. However, the Mobile Access 2010 by the Pew Internet & American Life Project (Smith 2010) may suggest a reasonable alternative. The report details how 82% of American adults cur-rently own a cell phone and 38% of the own-ers report accessing the internet on the phone. Accessing the internet on a MBD suggests the type of device necessary experiencing an AR enhanced learning environment. Younger adults (age 30-49) access the internet on their phone at a rate of 43%. 46% of black, non-Hispanic own-ers and 51% of Hispanic English speaking own-ers access the internet. The statistics suggest that approximately 40-50% of owners, across a spec-trum of age and ethnicity related demographics, own the type of MBD device that practitioners will need to design and use AR environments with their students.

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If their school does not own the requisite equipment, teachers may be able to source a set of phones by calling upon parents to send their internet enabled MBDs to school for a day. Ad-ditionally, teachers may be able to convince de-vice owning colleagues to share their MBD for a portion of the school day. Such creative sourcing should provide a class set of devices or at least enough to allow for a class to work in halves.

Development Platforms.ARIS.

The free software ARIS allows practitioners to design AR environments for or with their stu-dents. According to the ARIS design team, “ARIS is a user-friendly, open-source platform for cre-ating and playing mobile games, tours and inter-active stories. Using GPS and QR Codes, ARIS players experience a hybrid world of virtual in-teractive characters, items, and media placed in physical space.” The ARIS editor, which is used to design the AR environments, can be down-loaded to a laptop or desktop machine while the user interface can be downloaded to a MBD.

FreshAiR.Additionally, a development platform called

FreshAiR is currently available for use by prac-titioners. AR content can be developed using a browser based editor and can be accessed using a mobile browser. The creators of the develop-ment platform suggest that it is ideal for campus or city tours, injecting technology into educa-tional curricula, and for creating AR games.

Conclusion

Given the potential benefits for students and availability of hardware and software re-sources, the time has come for practitioners to start designing and using AR enhanced learning environments with their students. Practitioner participation will allow for the instructional design community to see how the experiences can be tied to all manner of unique locations such as historic districts, parks, battlefields, and geographic landmarks. As practitioners join the conversation, the instructional design and technology community will learn more about how students feel about learning in AR environments, how practitioners feel about us-ing the environments with their students, and how effective the environments are at teaching specific curriculum items. Practitioner involve-ment will also help the design community learn more about how students feel about interacting with virtual content, how designers can best tie

digital content to a physical space, and the ide-al amount of virtual content for such learning environments. Acting on their own or perhaps with a class in an after-school club, everything is in place for practitioners and their students to start designing, using, and sharing the results from their experiences with AR enhanced learn-ing environments.

Correspondence in regard to this paper should be addressed to: Christopher Wasko, Virginia Polytechnic Institute and State University, 401 East Fourth Street, Suite #308, Winston-Salem, NC 27101, Phone: 336-970-0435, Email: cwas-ko@vt.edu

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