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AR for Practitioners: A Guide for Educators
- 1. AR for Practitioners by C. Wasko
- 2. Me 9 years Doctoral Candidate Instructional Design & Technology
- 3. WHAT?
- 4. Carmigniani and Furht (2011) stated that “AR is a real-time direct or indirect view of a physical real-world environment that has been enhanced/ augmented by adding virtual computer generated information to it” (p.1).
- 7. ACCESS
- 12. The global market for such wearable devices is estimated to jump to $1.5 billion annually by 2014 (Shalvey, 2012).
- 14. TYPES
- 15. http://mashable.com/2009/08/26/wikitude-crowd-sourced-ar/ http://diydrones.com/profiles/blogs/some-details-on-the-iphone-4s http://www.physicality.org/TouchIT/touchit-draft/human-body-mind/body-and-mind/
- 19. USES
- 23. Vlahakis, V., Ioannidis, N, Karigiannis, J., Tsotros, M., & Gounaris, M. (2002).
- 25. De Cresenzio, F., Massimilliano, F., Persiani, F., Di Stefano, L., Azzari, P., & Salti, S. (2011).
- 26. Liao, H., Inomata, T., & Dohi, T. (2010).
- 27. AR SIMS
- 29. Situated Cognition/Constructivist real world location roles groups use devices digital content unique practice solve open ended problem inside the game
- 30. Alien Contact! Students are presented with the following scenario: Aliens have landed on Earth and seem to be preparing for a number of alternative actions, including peaceful contact, invasion, plundering, or simply returning to their home planet. Working in teams (four pupils per team), the students must explore the AR world, interviewing virtual characters, collecting digital items, and solving math, language arts, and scientific literacy puzzles to determine why the aliens have landed. Each team has four roles: Chemist, Cryptologist, Computer Hacker, and FBI Agent. Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22.
- 31. Mystery at the Museum • Engage visitors more deeply in museum exhibits – get visitors to explore and think about specific exhibits that they had not seen before • Engage visitors more broadly across museum exhibits – get visitors to see connections across the exhibits of the museum, and explore parts of the museum that they had not visited in the past • Encourage collaboration between visitors – get visitors to discuss ideas to promote engagement Klopfer, E., Perry, J., Squire, K., Jan, M. F., & Steinkuehler, C. (2005, May). Mystery at the museum: a collaborative game for museum education. In Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years! (pp. 316-320). International Society of the Learning Sciences.
- 32. Mentria Set in a Spanish-speaking neighborhood in Albuquerque, NM and plays out much like a historical novel in which fact and fiction combine to set the context and social conditions for meaningful interaction (in Spanish) with simulated characters, other players, and local citizens. Learners must investigate clues and talk to various non-player characters (NPCs) in order to absolve their own family, proving they are not responsible for a murder in a local neighborhood. In a core component of the game, players are required to visit the local neighborhood in order to collect additional clues and, ultimately, solve the mystery by determining the responsible party. http://www.mentira.org/the-game
- 33. Environmental Detectives Students watch a 60 second digital video- briefing from the University president where they are enlisted to investigate the spill of the toxin, a carcinogenic degreasing agent which is commonly found in machine shops, cafeterias, and hospitals. The goal of the game is to locate the source of the spill, identify the responsible party, design a remediation plan, and brief the president of the University on any health and legal risks so that he will be prepared for a meeting with the EPA – all within two hours. At the end of the game, students make a five minute presentation to their peers outlining their theory behind the spill. http://education.mit.edu/ar/ed.html
- 34. Hip Hop Tycoon An augmented reality game where students role-play in teams as specialists in business finance, sales and human resources competing to build and run a successful store. We hope to build off the strong presence of entrepreneurship in hip hop discourse to involve students in meaningful, problem-solving tasks related to reading comprehension and mathematics, where they have to interpret and utilize complex game texts in order to produce meaning that simulates activities in real-world, professional discursive practices. Effective reading and mathematics strategies are embedded activities. Specifically, the game addresses several Wisconsin State standards for Language Arts and Mathematics. In this way, the game’s aim is to place students in contexts where they utilize mathematics and the language of the “new capitalism” in ways that are relevant to pop culture and young people. http://www.regardingjohn.com/blog/about/portfolio/
- 35. Mad City Mystery Players, in role as doctors, environmental scientists, and government officials, learn that a friend of theirs, Ivan Illych has fallen in a nearby lake and died. Through investigation and interviews of NPCs, they learn Ivan was depressed and had been drinking, but also learn about environmental toxins that may have contributed to his death. Players race against the clock (about 90 minutes, for most classes) to provide the police examiner (played by a real person) enough data to open an investigation into the causes of the death. While the cause of the death is ultimately unknown, mercury found in fish, TCE (trichloroethene) found in the factory where Ivan worked, and PCBs (polychlorinated biphenyls) found in ground water and fish are potential causes. Through the course of the game, players talk to virtual characters to learn life histories and access documents describing chemicals, conduct simulated tests for PCBs, TCE, and mercury, and must piece together an argument about the cause of the death. http://www.regardingjohn.com/blog/about/portfolio/
- 36. Saving Lake Wingra Place-based, 10-day curricular unit designed around Lake Wingra, a mixed-recreational lake and park area in Madison. During the course of the curricular unit, students role-play as an environmental historians, watershed ecologists, and landscape architects who have been hired by a local stakeholder group to promote their vision for the future of Lake Wingra. The various stakeholder groups in the game represent a range of interests, including developers, environmentalists, neighbors, anglers, and recreational enthusiasts. The students, playing in teams of three, are given two central tasks: 1) investigate the health of Lake Wingra in order to determine whether it is “dying,” and 2) represent their clients’s interests by presenting a development plan before the Madison City Council. http://www.regardingjohn.com/blog/saving-lake-wingra-argh/
- 37. NEXT STEPS
- 38. With FreshAiR, your Android or iPhone becomes a lens to the hidden world around you, revealing stories and Realities created by others. Select a Reality, and walk around in the real world to experience your surroundings in an amazing new way. Whether it is a tour of a beautiful university campus, historical landmarks coming to life, a fast- paced new game, or an educational lesson, FreshAiR is your augmented reality portal to hidden worlds.
- 40. ARIS is a user-friendly, open-source platform for creating and playing mobile games, tours and interactive stories. Using GPS and QR Codes, ARIS players experience a hybrid world of virtual interactive characters, items, and media placed in physical space. http://arisgames.org/
- 42. NCTIES DEMO • W. Cabarrus and S. Salisbury • Download ARIS mobile and look for nearby game • Follow the numbers
- 46. Possibilities • Select a local event and have students work in design teams. Learning social studies or science content, game mechanics and complex problem solving and teamwork as well as concept of product oriented sharing. • Simply experience the games and learn science/social studies content while on a field trip or out in the community.
- 47. CONCLUSION