Current status, opportunities and challenges of augmented reality in education

  • Authors:

  • Hsin-Kai Wu;Silvia Wen-Yu Lee;Hsin-Yi Chang;Jyh-Chong Liang

  • Affiliations:

  • Graduate Institute of Science Education, National Taiwan Normal University, PO Box 97-27, Taipei 11699, Taiwan;Graduate Institute of Science Education, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan;Graduate Institute of Science Education, National Kaohsiung Normal University, No. 62, Shenjhong Rd., Yanchao District, Kaohsiung 82446, Taiwan;Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, No. 43, Sec. 4, Keelung Rd., Taipei 106, Taiwan

  • Venue:
  • Computers & Education
  • Year:
  • 2013

Quantified Score

Hi-index 0.00

Visualization

Abstract

Although augmented reality (AR) has gained much research attention in recent years, the term AR was given different meanings by varying researchers. In this article, we first provide an overview of definitions, taxonomies, and technologies of AR. We argue that viewing AR as a concept rather than a type of technology would be more productive for educators, researchers, and designers. Then we identify certain features and affordances of AR systems and applications. Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments). The instructional approach adopted by an AR system and the alignment among technology design, instructional approach, and learning experiences may be more important. Thus, we classify three categories of instructional approaches that emphasize the ''roles,'' ''tasks,'' and ''locations,'' and discuss what and how different categories of AR approaches may help students learn. While AR offers new learning opportunities, it also creates new challenges for educators. We outline technological, pedagogical, learning issues related to the implementation of AR in education. For example, students in AR environments may be cognitively overloaded by the large amount of information they encounter, the multiple technological devices they are required to use, and the complex tasks they have to complete. This article provides possible solutions for some of the challenges and suggests topics and issues for future research.