This document summarizes augmented reality simulations for education. It describes how augmented reality combines the physical and virtual world to engage learners in authentic situations. Examples are given of location-based augmented reality experiences using GPS or Wi-Fi to trigger educational simulations. Indoor and outdoor augmented reality advances are discussed. Specific augmented reality scenarios for public health and forensics are also outlined.

1. Augmented
Reality
...in education
Simulations by the MIT Education Arcade
&
HGSE’s HARP Project
Jennifer Groff - jennifer_groff@mail.harvard.edu

2. Handheld Games
AUGMENTED REALITY
Computer simulation on
handheld computers
triggered by real world locations
• Goal - understand “authentic” science through
simulated realistic practices
• Combines physical & virtual world contexts
• Embeds learners in authentic situations
• Engages users in a socially facilitated context

3. Handheld Games
AUGMENTED REALITY
Computer simulation on
handheld computers
triggered by real world locations

4. A location-based experience
• Uses GPS (Global Positioning
System) outdoors…
• …or wi-fi positioning indoors
As participants move,
their Pocket PCs knows
their real location and
provides location-specific
information.

5. More about AR...
Helmets v. Handhelds
• Light augmentation
• Providing a small amount of “augmented”
information. The environment and real
people are integral and “real”.
• Heavy augmentation
• The environment is used as a physical way
of navigating through virtual space.
Environment can represent anything.

6. Environmental Detectives
• Players briefed about rash of
local health problems linked to
the environment
• Provided with background
information and “budget”
• Determine source of pollution by
drilling sampling wells and
remediating with pumping wells
• Work in teams representing
different interests (EPA,
Industry, etc.)

7. Outdoor AR Advances
• Features
• Structured around role dependent collaboration
• Transcribed interview text, images or rich-media
(e.g., video) provide interview information.
• Gates allow participants in outdoor simulations to
enter real buildings.

8. ‘Evidence’ Screen
• Use ‘Send Evidence Over IR’ to
prepare to make an accusation.
• If a player has enough evidence,
he or she can interview a suspect
to accuse them of a crime.
• A virtual character will only
confess to a player who has all of
the key evidence.
• To accuse a virtual character,
simply interview them with enough
evidence.

9. Examples of Customized Scenarios
• Public Health - Charles River City
• Investigate mysterious health problems in Boston two
weeks before the World Series
• Forensics - Mad City Murder
• Investigate the death of a local resident and determine
whether it was murder
Charles River City Mad City Murder

10. Moving Indoors
• Indoor game played at the
Boston Museum of Science
• Used 802.11 for positioning
• Defining roles to enhance
collaboration
• Introducing an element of
time to make it feel more
like a game
• Solving a mystery using
scientific information from
the museum

11. Location Information
All screens tell you
Click on items in
what room you’re To view an item in
the room to select
currently in the room, click on
them for viewing or
the item and then
picking up
click the View
button.
Click on people in
the room to select To pick up an item
them for in the room, click
interviewing or on the item and
showing objects to then click the Pick
Up button.
To show an item that
you already have to a To interview a
Virtual Character, click virtual character
on the person, then click on the person
click Show and then and then click
choose the item that Interview
you want to show.

12. Game Play
Parents and Kids Collaborating Fostering Collaboration Through Roles
Using
Contextual
Information
Collecting Virtual Samples

13. “Participatory Reality”
• Combining the features of AR and Participatory
Simulations to replicate authentic dynamic
scientific practices where underlying models
matter.
• Participants are connected
• Events unfold based on models
• Game progresses differently each time
+ =

14. Outbreak @ MIT
• You are actually an agent
in the system and can get
sick or help the problem
get under control
• Client-server based
allows “one world” with
underlying models and
more realistic feel
• Evaluated by Public
Health graduate students

15. One World
There’s a mask
in this room. I
need to protect
myself, so I’ll
pick it up.

16. One World
Since I picked it
up, the mask
has disappeared
from the room.
Other players no
longer see it.

17. One World
The mask
appears in my
items list

18. One World
I’ll put it on
myself

19. One World

20. One World
Now it appears
in my active
items list, since
I’m wearing it.

21. Outbreak @ MIT: Scenario
• The Department of Public Health has been
investigating a recent flight from Chicago to
Boston. Several passengers have become ill
with a respiratory disease which may be SARS
and are being housed in a Boston medical
facility.
• Have two passengers associated with MIT
contracted or spread the disease?
• Cindy Hsiao, a visiting student
• Quint Grandville, an MIT employee

22. Outbreak @ MIT: Game Design
• Locations
Virtual characters and items are spread around MIT buildings
• Time
30 mins of real time = 1 wk game time
• Disease transmission
• Probability of infection depends on the amount of time you spend in a room with an
infected player or NPC.
• Infection causes your “antigen level” to increase and your health level to drop.
• Multiple disease models are built into the game.
è
• Multiple Roles