Augmented Reality for E-Learning

Over the last decade, rapid evolution of technology has benefited to development of learning applications. Augmented Reality, commonly referred to as AR, is becoming increasingly accessible to young students at elementary school and professional learners alike.

It is estimated that by 2023 there will be 2.4 billion Augmented Reality mobile users worldwide. However, there were only 200 million users in 2015.

Augmented Reality (AR) is a technology that exactly overlays computer generated virtual imagery on physical objects in real time. It is different from virtual reality (VR), where the user is completely immersed in a virtual environment. AR lets the user to interact with the virtual images using real objects in a seamlessly. AR can be viewed as a computerized extension of our reality.

Klopfer, 2008 indicated that the term AR should not be defined restrictedly. This term could be applied to any technology that blends real and virtual information in a meaningful way. According to Klopfer and Squire (2008), AR could be broadly defined as “a situation in which a real world context is dynamically overlaid with coherent location or context sensitive virtual information.”

                      

E-Learning

E-learning, sometimes called distance-learning, is a formalized teaching and learning system designed to be carried out remotely by using electronic communication. In the recent years, new technologies are developing with the potential to have a deep impact on education, including games, augmented reality, new human–computer interfaces and mobile technologies.

According to Khan, after careful reflection with consideration of factors that must be weighed in creating effective open, distributed and flexible learning environments for learners worldwide, the following definition of E-learning is formulated: E-Learning can be viewed as an innovative approach for delivering well-designed, learner-centered, interactive, and facilitated learning environment to anyone, anyplace, anytime, by utilizing the attributes and resources of various digital technologies along with other forms of learning materials suited for open and distributed learning environment. E-learning recognizes the shift from teaching to learning and puts the learner before the instructor. With the advent of the new technologies, Institutions have had to change their mental set and move away from traditional learning modes to more innovative and participative ones. 

Use of Augmented Reality in Education

A real learning experience is always required, the more senses involved the stronger the learning. In this context, augmented reality emerges as an emerging technology for education (Lai & Hsu, 2011; Luckin & Fraser, 2011). Augmented reality technology emerged in the 1960s with the development of studies on computer graphics by Ivan Sutherland and his students at Harvard and Utah universities in the 1970s. This technology, which was officially first used in the United States Air Force and NASA, became widespread after the 1990s and reached the wider masses (Feiner, 2002). Augmented reality technology is seen as an environment based on virtual reality technology and enables real-world activities to be carried out, allowing situations to be experienced for reasons such as cost and safety. The new possibilities that augmented reality offers for learning and teaching have been accepted by educators over time. The combination of virtual objects and real environments helps students to understand complex spatial relationships and abstract concepts. Augmented reality allows students to apply the knowledge and skills learned seamlessly by combining the real world they live in with their learning environments. Since the learners can easily share their knowledge and experiences in the group, there is the opportunity for face-to-face interaction aiming at the transfer of knowledge in augmented reality environments. Comparative studies between augmented reality and traditional classroom applications have revealed that augmented reality technology increases students' learning (Freitas & Campos, 2008; Kerwalla, Luckin, Seljeflot, & Woolard, 2006). Some authors claim that augmented reality performs kinesthetic learning by internalizing body movements and senses with the content, since it provides direct interaction with the educational material (Seo, Kim & Kim, 2006). Studies on the use of augmented reality in education have examined not only the effect of this technology on learning, but also its effect on other elements that support learning. E.g; In the study by Di Serio, Ibáñez, and Kloos (2013) on the effect of augmented reality on students' motivation with secondary school students in Spain, it was observed that students' attention, interest, confidence and satisfaction towards the lesson increased. Cuendet, Bonnard, Do-Lenh, and Dillenbourg (2013), who study the usability of augmented reality technology in the classroom environment, tried to show that augmented reality studies can be carried out not only in the laboratory environment, but also with the arrangements to be made in the classroom environment. Within the scope of their studies, they tested the usability of augmented reality applications in the classroom environment by making arrangements in the classrooms of a high school school in Switzerland. The study has shown that augmented reality technology products can be used without restricting the class in other courses and without hindering the teaching of the course. 

Here are some examples of Augmented Reality in education:

     ·   An AR app, called "Dinosaur 4D+," with a set of flashcards enables users to view 3D dinosaurs, scanning through the card. With this, students can see the actions of dinosaurs and use app features to rotate, zoom, and more. Besides, the application also provides some information about each dinosaur.

·   · The "Element 4D" AR app is another promising example of Augmented Reality in education, which makes learning chemistry fun. The application enables users to find the atomic weight, chemical elements, the reaction between two chemicals, and their names by simply putting two paper cubes for a special element block. Isn't it amazing?

     ·   Another admired example of AR/VR in education is Google Expeditions, which enables users to see 3D objects in the classroom, such as volcanoes, storms, and even DNA. This application provides more than 100 AR expeditions that include the history of technology, the moon landing, and more.

From the above examples, it is clear that AR in education can turn out to be a very exciting and useful intervention that will change the education system for at least the upcoming 100 years. And, this isn't just about elementary education, rather it will also transform higher education and training systems.

 

Reference

Klopfer, Eric. Augmented learning: Research and design of mobile educational games. MIT Press, 2008.

Khan, Badrul H. The Global E-Learning Framework. Educational Technology Publications, 1 June (2010): 42-46.

Forman, Dawn, Lovemore Nyatanga, and Terry Rich. "E-learning and educational diversity." Nurse Education Today 22.1 (2002): 76-82.

Gizem Incedal