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Abstract
Tere are many dierent ways or people tobe educated and trained with regard to specicinormation and skills they need. Tese methodsinclude classroom lectures with textbooks, com-puters, handheld devices, and other electronicappliances. Te choice o learning innovation isdependent on an individual’s access to varioustechnologies and the inrastructure environmento a person’s surrounding. In a rapidly changingsociety where there is a great deal o available in-ormation and knowledge, adopting and apply-ing inormation at the right time and right placeis needed to main eciency in both school andbusiness settings. Augmented Reality (AR) isone technology that dramatically shis the loca-tion and timing o education and training. Tisliterature review research describes AugmentedReality (AR), how it applies to education andtraining, and the potential impact on the utureo education.
Keywords
: Augment Reality, Virtual Reality,raining, Educational echnology ugmented Reality (AR) is a technology that allows computer-generated virtualimagery inormation to be overlaid onto alive direct or indirect real-world environment inreal time (Azuma, 1997; Zhou, Duh, & Billing-hurst, 2008). AR is dierent rom Virtual Reality (VR) in that in VR people are expected to experi-ence a computer-generated virtual environment.In AR, the environment is real, but extendedwith inormation and imagery rom the system.In other words, AR bridges the gap between thereal and the virtual in a seamless way (Chang,Morreale, & Medicherla, 2010).According to Johnson, Levine, Smith, &Stone (2010), the history o AR goes back to the1960s and the rst system was used or both ARand VR. It used an optical see-through head-mounted display that was tracked by one o twodierent methods: a mechanical tracker and anultrasonic tracker. Due to the limited process-ing power o computers at that time, only very simple wirerame drawings could be displayedin real time (Sutherland, 1968). Since then,AR has been put to use by a number o ma- jor companies or visualization, training, andother purposes. Te term ‘Augmented Reality’is attributed to ormer Boeing researcher omCaudell, who is believed to have coined theterm in 1990.According to Johnson, et al. (2010), ARsystems can either be marker-based or mark-erless-based. Marker-based applications arecomprised o three basic components whichinclude a booklet or oering marker inorma-tion, a gripper or getting inormation romthe booklet and converting it to another typeo data, and a cube or augmenting inorma-tion into 3D-rendered inormation on a screen.On the other hand, markerless-based applica-tions need a tracking system that involves GPS(Global Positioning System), a compass, and animage recognition device instead o the three el-ements o maker-based systems. Markerless ap-plications have wider applicability because they unction anywhere without the need or speciallabeling or supplemental reerence points.
AAugmented Reality inEducation and Training
By Kangdon LeeUniversity o Northern Colorado
14
TechTrends • March/April 2012
Volume 56, Number 2
According to Chang, Morreale, and Medi-cherla (2010), several researchers have sug-gested that learners can strengthen theirmotivation or learning and enhance their edu-cational realism-based practices with virtual andaugmented reality. In spite o a great amounto research during the last two decades, adopt-ing AR in education and training is still quitechallenging because o issues with its integra-tion with traditional learning methods, costsor the development and maintenance o the ARsystem, and general resistance to new technolo-gies. Now that AR, however, has the promise toattract and inspire learners with exploring andcontrolling materials rom a number o dier-ent perspectives that have not previously beentaken into consideration, AR in education andtraining is believed to have a more streamlinedapproach with wider user adoption than everbeore due to the improvement in computer andinormation technology. Kerawalla, et al. (2006)stated that even though many AR applicationshave been developed or educational and train-ing purposes since the advent o AR in the late1960s, its potential and pragmatic employmenthas just begun to be explored and utilized. Heemphasized that AR has the potential to havelearners more engaged and motivated in discov-ering resources and applying them to the realworld rom a variety o diverse perspectives thathave never been implemented beore.
How AR Works in Educationand Training
Johnson, et al. (2010) stated, “AR has strongpotential to provide both powerul contextual,on-site learning experiences and serendipitousexploration and discovery o the connected na-ture o inormation in the real world.” (p. 21).AR has been experimentally applied to bothschool and business environments, althoughnot as much as classic methods o education andtraining during the last two decades. In additionto that, now that the technologies that make ARpossible are much more powerul than ever be-ore and compact enough to deliver AR experi-ences to not only corporate settings but also aca-demic venues through personal computers andmobile devices, several educational approacheswith AR technology are more easible. Also,wireless mobile devices, such as smart phones,tablet PCs, and other electronic innovations, areincreasingly ushering AR into the mobile spacewhere applications oer a great deal o promise,especially in education and training.
AR in School
Proessionals and researchers have strivento apply AR to classroom-based learning withinsubjects like chemistry, mathematics, biology,physics, astronomy, and other K-12 educationor higher, and to adopt it into augmented booksand student guides. However, Shelton (2002) es-timated that AR has not been much adopted intoacademic settings due to little nancial supportrom the government and lack o the awarenesso needs or AR in academic settings.
AR in Business
In corporate venues, AR is a collaborative,skill-learning, explainable, and guidable tool orworkers, managers, and customers. Also busi-nesses have a better environment than thoseo educational settings regarding the ability tomaintain the costs and support o AR applica-tions. Many corporations are interested in em-ploying AR or the design and the recognition o their products’ physical parts. According to theevaluation o Shelton (2002), or example, enter-prises not only may imagine designing a car inthree dimensions in which they can make imme-diate changes when needed but also can create virtual comments that explain to the technicianswhat needs to be xed.
The Current Position of AR inEducation and Training
During the last ew decades, many proes-sionals and researchers have been develop-ing pragmatic theories and applications or theadoption o AR into both academic and corpo-rate settings. By virtue o those studies, someinnovations o AR have been developed and arebeing used to enhance the education and train-ing eciency o students and employees. In ad-dition to that, there are a great number o studiesgoing on to improve the compatibility and appli-cability o AR into real lie. However, accordingto Shelton & Hedley (2004), many questions stilllinger about its use in education and training, in-cluding issues o cost eectiveness, o eciency between AR instructional systems and conven-tional methods, and the like.
AR in K-12 Settings
Freitas & Campos (2008) developed SMAR(System o augmented reality or teaching) thatis an educational system using AR technology.Tis system uses AR or teaching 2nd grade-lev-el concepts, such as the means o transportationand types o animals. Tis system superimposesthree dimensional models and prototypes, such
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TechTrends • March/April 2012
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as a car, truck, and airplane, on the real time vid-eo eed shown to the whole class. Because mostchildren spend a great deal o time playing digi-tal games, game-based learning is one way to en-gage children in learning. Several experiments by Freitas & Campos (2008) were perormed with54 students in three dierent schools in Portu-gal. Te results o a number o studies by Freitas& Campos (2008) indicated that SMAR helpsincrease motivation among students, and it hasa positive impact on the learning experienceso these students, especially among the less aca-demically successul students.
AR in Higher Education
AR is a very ecient technology or bothhigher education such as universities and col-leges. Students in both schools can improve theirknowledge and skills, especially on complextheories or mechanisms o systems or machin-ery. For example, Liarokapis, et al. (2004) dem-onstrated that AR can make complicated mecha-nisms and dicult theories in higher educationaccepted and understood by students with con-textually enriched interaction using AR technol-ogy. In the results o their research, Liarokapis,et al, (2004) showed an AR view o a student ex-amining an augmented 3D model o a camshaarrangement in conjunction with a set o real en-gine components.
Te Application o AR in Diferent SubjectsAugmented astronomy.
In an astronomy class, students learn about the relationship be-tween the earth and the sun. For the sake o students’ understanding, educators may employ AR technology with 3D rendered earth and sunshapes.Shelton’s (2002) study described the ollowing:Te virtual sun and earth are manipu-lated on a small hand-held platorm thatchanges its orientation in coordinationwith the viewing perspective o the stu-dent. Te student controls the angle o viewing in order to understand how un-seen elements work in conjunction withthose that were previously seen (p. 324).In another example or the employmento AR in astronomy, Johnson, et al. (2010) de-scribed Google’s SkyMap (http://www.youtube.com/watch?v=p6znyx0gjb4) as an applicationusing AR technology. SkyMap overlays inor-mation about the stars and the constellations asusers browse the sky with the see-through viewrom the camera on their smart phones (p. 23).
Augmented chemistry.
Augmented chem-istry is an interactive educational workbenchthat can show students how and what an atomor a molecule consists o via AR. Tree elements,a booklet, a gripper, and a cube, are required toimplement this task with both hands. Fjeld &Voegtli (2002) said that the booklet displayscomponents by a printed picture and a name.One hand browses the booklet with a gripperthat has a button used to connect an atom to themolecular model. According to Fjeld & Voegtli(2002), users rst bring the gripper around theelement in the booklet and get inormationabout the element by clicking the button o thegripper. Users then move the gripper next to acube, called a platorm, which holds a molecule.Subsequently, by rotating a cube operated by theother hand, users can determine where and howthe element connects to the molecule.
Figure 1.
A view o a student interacting with real objects (oam corecard, table, wall) and articial objects (Sun, Earth, annota-tions) through the augmented reality interace. Tis view isas would be seen i wearing an HMD (Shelton, 2002). Imageby courtesy o Brett E. Shelton.Figure 2.
a) Booklet ofering one element per page – here Na – sodium. Each element is rep-resented by a pattern. b) Gripper with a button (red) and a pattern. c) Cube withone distinct pattern or each surace (Fjeld & Voegtle, 2002). Image by courtesy o Morten Fjeld a Benedikt M. Voegtli.
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Augmented Reality in Education and Training by Kangdon Lee
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Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2):13-21.
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Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2):13-21.
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