What is Augmented Reality (AR)?
AR involves placing digital images and objects into the real world (Billinghurst et al., 2001). It allows for deeper understanding as students can overcome physical limitations and interact with abstract concepts in their immediate surroundings (Wu et al., 2013). AR apps include Spacecraft AR by NASA, Monster Park AR Dino World (Monster Park) which places dinosaurs into the real world and Quiver where colourings can be animated.
Using the NASA Spacecraft AR app in EDUC3620 tutorial CC BY Renae Cunningham & Beate Mannes
How Monster Park fosters creativity
In a Year 3 English lesson students could use the Monster Park app to inspire creativity in order to compose a story (syllabus outcome EN2-10C (NESA, 2019)). Other students could act as characters who interact with the dinosaur to create a scene. Or they could write a story using a still from the app. Although students cannot create their own dinosaurs in AR, the app still fosters creativity by inspiring creative work after using it.
How ZapWorks fosters creativity
ZapWorks is a platform that allows students to create their own AR objects. This could include inputting videos, 3D animations, images and sounds. Allowing students to become designers of AR is beneficial as it encourages higher order thinking, specifically creation. Furthermore, ZapWorks facilitates learning by design, a constructivist pedagogical approach that suggests students learn best when actively creating (Bower et al., 2014). Students could use ZapWorks to create an AR analysis of an art project (Bower et al., 2014) or to present their learning in an interactive form (see Crepuscular Creatures example below for animal features, ACSSU043 (NESA, 2017)). However, ZapWorks can be difficult to use as students have to be mindful of working in 3D space. Objects need to line up along the x, y and z axis. This could be difficult for younger students who have not learnt about the z axis.
Video showing Crepuscular Creatures in action CC BY Renae Cunningham
Video showing process to create Crepuscular Creatures CC BY Renae Cunningham
Pedagogical Implications
Using AR requires a student-centred, exploratory pedagogical approach (Wu et al., 2013). This differs from traditional teacher-centred pedagogy strategies. As such, time needs to be spent educating teachers on how to shift to more constructivist, student-led teaching in order to best support AR in the classroom to foster creativity. Usability issues and excessive time requirements to learn the programs are also significant limitations of using AR (Akçayir & Akçayir, 2017).
*Updated 7/4/23 to include creation process video aligning with Announcement on originality and added syllabus dot point for ZapWorks (from comment)
References
Akçayir, M., & Akçayir, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Billinghurst, M., Kato, H., & Poupyrev, I. (2001). The MagicBook - moving seamlessly between reality and virtuality. IEEE Computer Graphics and Applications, 21(3), 6–8. https://doi.org/10.1109/38.920621
Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education - cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400
Milgram, P., Takemura, H., Utsumi, A., & Kishino, F. (1994). Augmented reality: A class of displays on the reality–virtuality continuum. In Proceedings of Telemanipulator and Telepresence Technologies (pp. 282–292). Boston, MA.
NESA. (2017). Science and Technology K–6 Syllabus.<https://educationstandards.nsw.edu.au/wps/wcm/connect/5ab69646-f1d4-404b-9c16-b39dfb0986d3/science-and-technology-k-6-syllabus-2017.pdf?MOD=AJPERES&CVID=>.
NESA. (2019). English K–10 Syllabus. <https://educationstandards.nsw.edu.au/wps/wcm/connect/50f52d0c-175d-4a8b-a01d-a34f9aa089ce/D2022+570709++watermark_English-k-10-syllabus-2012.pdf?MOD=AJPERES&CVID=>.
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 and Education, 62, 41–49. https://doi.org/10.1016/j.compedu.2012.10.024
Hi, Renae
Really enjoyed your Blog post, the inclusion of various technologies to highlight the differences is great and the inclusion of curriculum references is great. This Blog is set out very clearly which made it a great read and highlights your deep understanding.
Great job,
Annika 12/04/23
Hi Renae,
I have thoroughly enjoyed reading his blog and feel overly informed about Augmented Reality. You have evidently put a lot of effort into reading sources and pulling together information and it shows in your Blog.
Your Definition of AR helps readers to understand what they are getting into before you approach the technologies that you look at, and the explanations on the technologies as well as the link to pedagogical implications at the end was really well done. I'd be super interested to see what kinds of lessons you could come up with using this technology.
Keep up the effort
- Jordan
Hello Renae,
I really enjoyed reading your last blog so I wanted to see what you have written for weeks 5 content. The layout is amazing and very accessible. The definition you given was very clear and precise which I really like. I really enjoyed looking at your own example of using ZappWorks. It was really easy and I loved how you showcased different images of your Zappworks. I also liked how a specific criteria under the NSW curriculum, it really helps understand how it is useful. I also liked your paragraph on pedagogy implications. I would have liked to seen a specific example of a lesson you would do and the limitations.
Mariam Haideri (47084634) - 12/04/2023
Hi Renae!
Once again I find myself coming back to read your blog, they are all so rich in information and examples, that I can truly see how technologies can be implemented into the classroom environment.
I really like how you've not only brought in academic knowledge, but also linked to specific points in the NSW Curriculum, it helps to contextualise the best areas of application for Augmented Reality experiences.
I also agree with your statement about Monster Park AR, and how it does foster creativity through experience, but it limited by the lack of creational elements for students. This is definitely something that would limit its use in higher year levels of school.
Beate Mannes [11/04/2023]
Hello Renae,
Thank you for your blog post! I really enjoyed reading it, especially about how AR can be implemented to engage students and foster creativity in the classroom! It was interesting to read how AR platforms can be implemented to teach various subject areas such as English and maths - very creative ideas indeed!
This blog has definitely opened my eyes as an educator that there are multiple ways we can keep our lessons engaging and interesting, especially for children in this current generation!
Thank you for your outstanding blog post!
Evelyn
03.04.2023