Augmented Reality (AR) is useful tool for layering information, but I'm not sure that I'm convinced that this is the best tool to create with in classrooms because it seems to limit the amount of information that students engage with during a tech-heavy process. Does a student need to show information about an image pop up on an iPad if it could be visible on paper in a well designed display? Could a student learn from a guided walk with a paper map and legend, or do they need a Pokemon Go-style character to pop out from behind a tree?
Layering information has proven to be incredible useful in Geographic Information Systems (GIS) because the user has the ability to access levels of information, toggle them on and off, and see relationships that exist between them. GIS is a sophisticated tool for in-depth analysis and worth the input effort because of the output. However, the AR examples discussed in the article seem limited in their output, especially when you consider how much potential tech, time, and trouble were involved.
There would be, I imagine, benefits not mentioned in the article: language options for ELL students or audio/video cues that would provide more accessibility come to mind. However, I was concerned about the cost to use some of these applications (up to $19/month!) and I wondered if this was an application better suited to entertainment than education. As if to confirm this suspicion, Green concluded with the following 'selling feature': The popularity of augmented reality will most likely continue to increase as companies like Apple and Disney invest resources into augmented reality to engage consumers. I'd say that it sounds like fun, but I'm not buying it.
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| Post-it Notes don't require batteries. :) (Image: Pixabay) |
Works Cited:
Green, Jody, et al. “Augmented Reality in the K-12
Classroom.” TechTrends: Linking Research & Practice to Improve
Learning, vol. 61, no. 6, Nov. 2017, pp. 603–605. EBSCOhost,
doi:10.1007/s11528-017-0223-z.
Renya - I think the best use of AR is showing things that can't (normally) be seen. Like sky maps, or touring a location they wouldn't normally be able to visit. It is a gamifying thing, not something I'd want to use ALL the time but could be a fun way to open up a conversation.
ReplyDeleteI absolutely agree with you, Renya, and sky maps is a great example of a professionally created tool that is fun and educational. I realize that I wasn't particularly clear that my hesitation is specific to students spending the time and energy in class to create AR content to demonstrate learning outcomes in subject areas outside STEAM. I am just not convinced that their is a great return on the time (and money) invested in AR as a creation tool. Thanks for the feedback and input!
DeleteKaren,
ReplyDeleteI always appreciate your point of view. I do think AR can be valuable to supplement teaching and learning - especially when it helps students and teachers visit or see things they wouldn't be able to normally - eg the inside of heart or if they were dissecting an eyeball for SY Science class, they could use AR before and or after. I see your point, but I see value in AR.
Thanks for the feedback, Karen. I agree with you, and as I mentioned to Renya, students should use AR applications for experiences like the ones you mentioned. I would ask students in a STEAM-related class to create AR experiences, but I don't think that I would ask a Socials or Science class to represent their learning in an AR format because of the time and tech involved.
ReplyDelete