Augmented Reality (AR)

The real-time use of information in the form of text, graphics, audio, and other virtual enhancements integrated with real-world objects. AR allows the user to see the real world with virtual objects superimposed upon or composited with the real world.

  • As compared to virtual reality, most AR applications run on smartphones or tablets needing no special equipment.
  • Many education apps include printable markers that teachers can use in the classroom. When the kids point their smartphone cameras at the markers, something interesting pops out.
  • With AR teachers and students can recreate 3D models of almost any object, even that which is impossible to bring to a class.
  • The 3D models can be dynamic and interactive (for example, a beating heart, the planets rotating around the Sun or a hatching hurricane).
In order to provide users (students) access to AR applications and use them effectively one needs to consider the following:
  • 1. The student usually needs to create an account in the AR tool to be a creator/editor.
  • 2. If the AR animation is going to be a shared activity then other students need to have the same account, unless the tool allows an alternative.
  • 3. If the AR activity is individual, only the creator (teacher or student) needs to have the account.
  • 4. Each AR has a URL or a printable marker (for instance a QR code).
  • 5. It is important to have the AR printable markers published or easy to access for students.
  • 6. Printable markers can be shown on (public or not according to the use): a shared document, the school website, the classroom portal (LMS), etc. depending on the activity.
  • 7. For students with disabilities take a look at the accessibility features of the AR tool, as well as the design of AR animations, to fulfil basic accessibility principles. Most tools do allow some level of accessibility.
    • Users who are deaf or hard of hearing can more-easily access AR if transcripts and closed captioning are made available for the audio elements of the experience. Captions are key to capturing any sound that happens in real-time. Captioning can capture any sound, speech, or music in real-time and be synchronized to match on-screen action but be sure captions don’t obstruct any information on the screen.
    • AR should include adjustable volume and caption controls and function with a keyboard, screen reader, or other assistive technology.
    • Heavy headsets, hand tracking, and large handheld controllers with stubborn buttons can pose immediate barriers for users with differing physical characteristics and abilities, underscoring the need for inclusivity. Ensure that AR designs and hardware don’t rely solely on motion control or voice navigation but are compatible with accessible gamepads (for example, users with some physical disabilities may have difficulty coordinating the fine motor movements or strength required for selecting control buttons or manipulating simulated environments).
  • 8. For basic accessibility principles and more information please consult our Basic Accessibility Guidelines.
Future schools using the power of Virtual and Augmented Reality for education and training in the classroom.
EU project
The 'falcones project' - a case study applying technology in the Humanities framework at high school level.
Research trends in the use of augmented reality in science education: Content and bibliometric mapping analysis.
Arici, F., Yildirim, P., Caliklar, Ş., & Yilmaz, R. M. (2019) - Computers & Education, 142, 103647
How do pedagogical approaches affect the impact of augmented reality on education? A meta-analysis and research synthesis.
Garzón, J., Baldiris, S., Gutiérrez, J., & Pavón, J. (2020) - Educational Research Review, 100334
Augmented reality tools for sports education and training.
Soltani, P., & Morice, A. H. (2020) - Computers & Education, 155, 103923
Augmented reality in STEM education: A systematic review.
Sırakaya, M., & Alsancak Sırakaya, D. (2020) - Interactive Learning Environments, 1-14
The effect of Augmented Reality Technology on middle school students' achievements and attitudes towards science education.
Sahin, D., & Yilmaz, R. M. (2020) - Computers & Education, 144, 103710