Augmented Reality in the Learning Sciences

doi:10.1017/9781108888295.021

17 - Augmented Reality in the Learning Sciences

from Part III - Grounding Technology in the Learning Sciences

Published online by Cambridge University Press: 14 March 2022

Bertrand Schneider and

Iulian Radu

Edited by

R. Keith Sawyer

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R. Keith Sawyer: Affiliation:
University of North Carolina, Chapel Hill

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Summary

Augmented reality (AR) combines digitally generated 3D content with real-world objects that users are looking at. The “virtual” computer-generated 3D content is overlaid on a view of the real world through a specialized display. All augmented reality technologies involve some form of display technology that combines real and virtual content – including headset devices, camera-enabled smartphones and tablets, computer-based webcams, and projectors displaying interactive images on a physical surface. These technologies support real-time tracking of hands, 3D objects, and bodies as they push on or touch virtual objects. This enables a more-natural interaction between the learner and the virtual content. AR technologies support learning by allowing learners to interact with 3D representations; they enable embedded assessments; they support groups of learners engaging with shared virtual objects; and they tap into a child’s natural inclination to play and experiment by moving around and touching and manipulating objects.

Keywords

augmented reality virtual reality 3D content headset devices tracking gesture GPS interactive visualizations HoloSpeaker system embodied learning

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Type: Chapter
Information: The Cambridge Handbook of the Learning Sciences , pp. 340 - 361

DOI: https://doi.org/10.1017/9781108888295.021 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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