Creating Interactive Augmented Reality Experiences
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This presentation was devivered at the Alt-C, 2013. The abstract can be found here: http://altc2013.alt.ac.uk/sessions/creating-interactive-augmented-reality-experiences-442
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Creating Interactive Augmented Reality Experiences
- 1. Creating Interactive Augmented Reality Experiences Farzana Latif Farzana.Latif@shef.ac.uk @farzanalatif University of Sheffield
- 2. Introduction • AR Examples • Lesson Learnt • Future Directions
- 3. Examples
- 4. What is AR? Overlaying Virtual Content on Real World Context Specific Offering New Opportunities to Interact with surroundings
- 5. cARe Project • carried out JISC funded innovation project cARe (started June 2012) • implemented AR in two settings (indoor and outdoor) • at the time limited number of examples of AR • student feedback key to implementation, focus groups (n=11), observations, questionnaires (n=44) http://blogs.city.ac.uk/care
- 6. Indoor AR - Clinical Skills Lab
- 7. Image/Object Recognition Lighting can impact recognition
- 8. Increased Lecturer Student Interaction Self Paced Technology Customised Aurasma App PollEverywhere “its like having the whole learning process in one section” Reflective Experiential
- 9. Outdoor AR - Public Health Walk
- 10. ollaborative learning data roaming Technology LayAR HTML 5 Flickr authentic consider safety
- 11. Educational Value Supporting Active Learning • • • • • • Constructivist Situated - context specific Authentic Inquiry Peer coaching Collaborative Experiential
- 12. Motivation/Memorable • Engaging Technology • Studies have found that AR can enhance student motivation, involvement, and engagement Serio et al (2012) and P. O’Shea et al (2008) “the fact that you put it on and it comes to life and answer question, it’s all a bit cool and different, it keeps you focused and it’s experiencing learning from a different angle.” “because I’m dyslexic, it set that session apart from the others, because it was different and it can help people remember things differently”
- 13. How Effective is AR? • research in early days • evidence of impact is shallow (mainly case studies) that focus on development, usability, initial implementation (reference) • currently taxonomies based on what people are doing not what is effective • future longer term evaluations required to quantify whether there are learning benefits
- 14. Technology • easier to use, less time to create so staff can develop (helped see an increased use of AR in Education over the last year) • providers compete in terms of functionality • Standards ARML - Currently lack of interoperability • software prices increase with popularity (Aurasma)
- 15. Augmented Unreality • video/images edited - reality not so magical • providers offering features that are difficult to replicate (e.g. 3D object tracking) e.g. Junaio
- 16. Future of AR Opportunities Barriers Doctor wearing Google Glass during knee surgery • technology moving faster than society can cope with?
- 17. Useful Links • Free iBook, Augmented Reality in Education (designed for lecturers) https://itunes.apple.com/gb/book/augmented-reality-in-education/id641019829?m • AR technologies http://www.augmentedplanet.com • cARe website - further information about the project http://blogs.city.ac.uk/care • JISC AR SIG http://moodle.rsc-eastern.ac.uk/course/view.php?id=216
- 18. Summary
Editor's Notes
- smell - http://www.geeky-gadgets.com/smell-enhanced-augmented-reality-creates-any-food-you-desire-10-08-2010/
- AR can support these active learning processes BUT used badly its no different to didactic learning. It can be used to make learning more active, but . If you do it well it can be used to promote all of these active learning processes we want to create, but used badly it can end up being the same as didactic passive learning: As a cognitive tool and pedagogical approach, AR is primarily aligned with situated and constructivist learning theory, as it positions the learner within a real-world physical and social context while guiding, scaffolding and facilitating participatory and metacognitive learning processes such as authentic inquiry, active observation, peer coaching, reciprocal teaching and legitimate peripheral participation with multiple modes of representation. Dunleavy, M., & Dede, C. (in press). Augmented reality teaching and learning. In J.M. Spector, M.D Merrill, J. Elen, & M.J. Bishop (Eds.), The Handbook of Research for Educational Communications and Technology (4th ed.). New York: Springer.
- http://mattbower.com/blog/?p=564 https://wiki.mq.edu.au/display/ar/Academia to do that have to scaffold things properly. Just because its new and its AR we should be using the same prinicples for creating learning materials and expereiences someones proposed a way of scaffolding AR expereinces, so we are still doing the same things.
- its also been proposed that there are motivational benefits that are not directly about the learning process but they are about people’s desire to learn P. O’Shea et al., “Lessons Learned about Designing Augmented Realities,” Int’l J. Gaming and Computer-Mediated Simulations, no. 1, vol. 1, 2008, pp. 1-15. Di Serio, Ángela, María Blanca Ibáñez, and Carlos Delgado Kloos. "Impact of an augmented reality system on students' motivation for a visual art course." Computers & Education (2012).
- people learn more through active learning, so we assume AR. but there is limited research to proove that.
- A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z
- what will you get from it? what will your audience get from it? advertising on visualise inclusion.
- Design guidelines
- Design guidelines
- A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z
- A doctor wore Google Glass to live stream a knee surgery: http://on.mash.to/17tOj6Z