This literature review examines 20 peer-reviewed journal articles on augmented reality (AR) applications for teaching and learning from 2000-2011. The majority of studies focused on K-12 or medical/biomedical education using individual or group learning. AR applications showed potential to increase engagement through interaction, collaboration and making learning relevant to real-world contexts. However, more research is still needed to fully understand the impact of AR on learning outcomes and to address challenges related to system design and scalability.

1. Augmented reality for learning and teaching: A literature review of the state-of-the-art Yu-Chang Hsu Anthony Saba

2. Azuma's (1997) definitions of AR Combines real and virtual Interactive in real time [Jurassic Park virtual objects-- not interactive] Registered in 3D [football information on TV--2D]

3. Virtuality Continuum Milgram & Kishino (1994)

4. AR Technologies : Data Reading Sensors : Receive information to help programs decide what to do next Camera (tracking AR users and physical objects) GPS (location-based activities) Accelerometer (e.g., Wii remote) Gyroscope (sensing orientation, such as tilt, of objects) Labels and Codes (used with Camera or other sensors) RFID ( Radio-frequency identification) QR (Quick Response) codes Hand Manipulated Individual cards allowing interaction among learners Embedded (in printed books) Wearable

5. AR Technologies: Interfaces User Interfaces (information display and/or data entry ) Head Mounted Displays Monitor Viewing Mobile handheld Computer monitor Projection Group Interaction Individual Interaction (with the system) Supplemental Interface Mannequins in the medical field Connected to Monitors and/or other peripherals Input on/through the mannequins Haptic feedback

6. Potential Benefit of AR in Education Reduce cognitive load Simulation situated in physical environment—learning in context Diversity in applications for various implementations Physical exercise through psychomotor activities Multi-sensory feedback

7. Research Question What are the state-of-the-art AR applications for teaching and learning reported in peer-reviewed journals from 2000-2011? Subject domains Education levels Types of systems

8. Research Methods Keywords search augmented reality AND (teaching or learning or education or training). EBSCO Inclusion 2000-2010 peer-reviewed journal articles Types of research: Empirical studies on learning and teaching; Design and Development for learning and teaching Coding Open coding research questions, participant characteristics, subject domains Constant comparison and revising coding Learning interaction with system among learners (individual or collaborative learning) Types of AR system and technologies used

9. General Findings from AR Research (20 articles) Regions : US: 10 ( 50% ), Europe: 6 (30%), Asia-Pacific: 4 (20%) School level : K-12: 11 ( 55% ) Medical and BioMed: 5 (25%) University: 2 (10%) K-12 + University: 2 (10%) Usage : Individual learning: 9 (45%) Group: 9 (45%) Combined Modes: 2 (10%)

10. General Findings (continued) Disciplines : Majority: 70% Science: 6 (30%) Medicine: 6 (30%) Engineering 2 (10%) Other : 30% Math: 1 (5%) Interdisciplinary (math/scientific literacy): 1 (5%) Special education and rehabilitation training: 1 (5%) Urban planning education: 1 (5%) Industrial training: 1 (5%) Art education: 1 (5%)

11. General Findings (continued) Types of Display Systems : Computer Monitor Displays (plus mannequins or marker cards): 8 ( 40% ) Mobile Handheld Displays: 6 ( 30% ) Projection Systems: 4 (20%) Head Mounted Displays: 2 (10%)

12. Diverse Applications

13. Mobile Handheld Display Dunleavy, Dede, & Mitchell (2008) [Collaborative/GPS location-based] (USA) Middle school and high school students Math & Scientific literacy Scenario: Alien Contact! investigate alien's encounter with Earth with inter-dependent pieces of information Four-student team Results High engagement due to Handheld and GPS Collecting Data Outside Concern GPS Issue Complexity and high management need (difficult to scale up) Much requirement on students (technology/content knowledge/collaboration task)

14. Mobile handheld through Camera Scanning/Sensor (RFID) Liu, Tan, & Chu (2009) EULER [Ubiquitous Learning with Educational Resources] (EULER)] (Taiwan) 5th graders and their teachers Wetland ecology AR contextual content virtual objects overlay Learning collaborative learning context-aware learning Outcomes AR group better than control group (textbook only) on post-test no control of time on learning Perceptions: Easy to use; believe to help their learning.

15. Computer Monitor + Mannequin Botden et al. (2007) (Netherlands) AR vs. VR Surgery: Translocation and suturing tasks All participants used both system; randomly decided which go first. Experts and Intermediate Professionals consider AR better for training resident surgeons than VR, regarding realism, didactic value, haptic feedback, and usefulness

16. Projection- Group-based Birchfield et al. (2009) Situated Multimedia Arts Learning Lab [SMALLab] (USA) Group & Collaborative learning Urban high school Earth Science Building “layer cake” (rock formations and sediments) Reinforced concepts taught previously AR Components and interaction Control virtual element to build the layered structure of rock formations together Shake Wii remote to generate fault events Sig. gains in concept learning Engagement and modeling Collaboration and negotiation

17. Projection- Individual-based in Groups Hsiao (2010) CARLS (Chemistry AR Learning System) (Taiwan) Group (non-collaborative learning) High school student (7&8th grade) in Taiwan Practice with chemistry concepts Jumping (to reach the answers) Stretching (to catch answer) Boxing (to hit certain times for the correct answer) KMCAI (regular keyboard-mouse group) Learning outcomes: physical activities group did better on science knowledge test

18. Head Mounted Displays Kaufmann & Schmalstieg (2003) [Construct3D] (Austria) Math/geometry Develop Spatial ability Experience dynamic geometry Potential for collaborative learning through negotiating modifications Engagement in and motivation due to Co-interacting with virtual objects Making modifications “ walk around and under” to appreciate their creation”

19. Computer Monitor + Marker Cards Liarokapis et al. (2004) (UK) Mechanical engineering education machines, vehicles, and tools help students explore the multidimensional augmentation of materials in various levels of detail Space-saving; mobile Design and development— needs research on learning

20. Computer Monitor + Wearable Marker Cards Commercial Example (K-12) LarnGear chemistry experiments (2008) http://goo.gl/HsJPn Commercial Example: Medical Field http://goo.gl/M8y55

21. Conclusions AR is more than presentation Interaction and collaboration Engagement and learning improvement Contextual relevance and immediacy Some Challenge Scalability issues due to learning design AR system literacy Good diversity AR systems Learning domains International research Many examples available, but research on learning lacking in Embedded and manipulated marker cards (e.g., chemistry experiments, human organs) Disciplines other than STEM education and Medicine, such as Humanities and social sciences (e.g., history, language learning, etc.)

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