This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.

1. BOOSTING PHYSICS
EDUCATION THROUGH MOBILE
AUGMENTED REALITY
Dana Crăciun
Teacher Training Department, West University of Timișoara
Mădălin Bunoiu
Faculty of Physics, West University of Timișoara
The 16th International Constanța, Romania
1

2. Traditional vs. Modern technology-
based science class
Traditional Modern technology-based

3. Outline
1. Introduction
2. Real-virtual continuum. Padlet app
3. Augmented reality (AR) and Mobile AR.
Definitions and related terminology.
4. MAR apps to teach science
5. Applying MAR in Romanian physics education.
Examples
6. Pre-service teachers’ attitude towards ICT and
MAR integration in class
7. Conclusions

4. 1.Introduction
1. Science education in general
targets the development of skills needed for any graduate
student in the 21st century (a scientific and technological
literacy)
2.Important Developments; Key Trends; Challenges
in Educational Technology for Education
• Augmented and Virtual Reality (Horizon Reports ,
2016 HE); Blended Learning Designs; Mobile
Learning (Horizon Reports , 2017 HE)
• Authentic Learning Experiences; Students as creators
(Horizon Reports , 2016 School-Ed)

5. Introduction
3. Rethinking the Roles of Teachers (solvable challenge);
Redesigning Learning Spaces (long term trend)
“new kinds of learning require different approaches to classroom
design”; “ more flexible learning environments”; “ enabling
learning anywhere”; “ mobile technologies ”; “ designing photo
books or creating other artifacts to demonstrate their learning”.
(Horizon Reports , 2016 School-Ed)
Fact
The pre-service teacher training program does NOT
prepare future educators well in technology and
life skills

6. 2.Real- Virtual continuum
Distinguishing Virtual from Real:
Reality
Fiction
something that actually
exists or happens: a real
event, occurrence,
situation, etc.
something that is not
true/ is not real
?

7. Technology
Recent advances in technology
have made this dream
a reality.
Virtual Reality (VR)
environment/ virtual world is
one in which the
participant/observer is totally
immersed in, and able to
interact with, a completely
synthetic world.
Augmented reality (AR) joins together physical and
virtual spaces by creating the illusion that computer-
generated objects are actually real objects in a user’s
environment.

8. Real- Virtual continuum
Milgram, P., & Kishino, F. (1994)

9. VR and AR technology in learning and
education
Real panel AR enhanced panel Virtual panel- Padlet
AR apps

10. Virtual panel: Padlet
How to use Padlet
https://www.youtube.com/watch?v=aH-YkzlqjwY

11. Some suggestions to use Padlet in class:
• Use it as a backchannel tool where students can post comments and
feedback on what they are learning
• Use is as a brainstorming tool.
• Students can use it as portfolio where they display their best work.
• You can use the classroom Padlet wall to post assignments and homework
reminders.
• Engage parents in the learning that is taking place in class by inviting them
to visit the classroom Padlet wall
• Post on the classroom wall links and other multimedia resources relevant for
students learning
• Use it as a book review page where students post reviews of the books they
read
• Create walls for major cultural events and invite students to search for
information relevant to each of these events and share them with the class.

12. Some suggestions to use Padlet in class:
• Classroom Padlet wall can be used as an open space where students
engage in group discussions and interactive exchange of ideas.
• Students can use Padlet for sharing their reflections on what they have
learned and what they need help with.

13. 3. Augmented reality (AR) and Mobile
AR. Definitions and related terminology.
AR defining characteristics (Azuma, 1997).
• combines real and virtual images (both can be seen at
the same time)
• interactive in real-time (we can interact with the virtual
content)
• registered in 3D (virtual objects appear fixed in time)

14. Technological speaking
• Augmented reality (AR) is a cutting-edge
visualization technology that allows the users of smart
devices to obtain a
digitally enhanced view of the real world.
Adds layers of digital information like
images, sounds, videos or 3D content
over real objects and locations

15. MAR (mobile AR):
• extend AR with: run and/or display on a
mobile device (Huang, 2013)
Factors for MAR adoption:
• Mobile devices are omnipresent;
• Users want experiences that add value;
• A boom in location-based services;
• Consolidation of Apps Stores.

16. A typical MAR system:
• Mobile computational platforms
• Software (Sofware Development Kit’s: ARToolKit,
Wikitude, Layar, Augment).
• detection and tracking support
• wireless communication
• Display (Optical See-through, Surface
or Video Projection Display)
• data management.

17. Detection and tracking
1. Sensor-based Tracking based on various sensors
like optical, acoustic, magnetic, mechanical or inertial.
locations in the real world are augmented with GPS
location-based narration and/or relevant scientific
information

18. Detection and tracking
2. Vision-Based Tracking Techniques:
Marker based
Marker Less
based on recognition of real environment,
in real time, on any type of support
Barcode QR code
Image marker

19. Detection and tracking
3. Hybrid Tracking techniques (combines different
methods together).
Categories:
• Geo-based applications inquiry based scientific
activities
• Computer vision based applications the
development of the students' spatial ability, practical
skills and conceptual understanding (Cuendet,2013)

20. 3. MAR apps to teach science
In science education MAR can demonstrate:
Spatial concepts (solar system)
Temporal concepts (the stages of a phenomenon,
eclipse)
Contextual relationships between both real and
virtual objects (Chiang, 2014)

21. MAR apps to teach science
• Wikitude
(wikitude.com):
AR app that provides
information based on
location (virtual tours)
• Elements 4D
(elements4d.daqri.com):
chemistry app about chemical
elements and the interaction
between them

22. MAR apps to teach science
• QuiverVision
(http://quivervision.com):
App in which students can
draw and interact with their
pictures in AR
• Star WalK: ARR
application for astronomy
(viewing celestial objects)

23. MAR apps to teach science
• Augment
(http://www.augment.com )
allows you to visualize 3D
models in the real environment
online and offline.
•Layar
(http://www.layar.com)
Images, URLs, buttons,
social networking, ads for
Layar

24. MAR apps to teach science
ZooBurst-3D pop-up books
(www.zooburst.com)
Google Translate
(Android, iOS) (Free)

25. MAR apps to teach science
Aurasma (https://www.aurasma.com/)
Aurasma App
• advanced image recognition techniques
• to augment the real-world with interactive
digital content
Aurasma Studio
(https://studio.aurasma.com/login)
• an online platform
• lets teachers create and publish their own
augmented reality information
Programming knowledge is not required

26. Aurasma is available to anyone with an
email address.

27. Steps
1. Create an Aurasma account
2. Log in to your account
3. Start creating Auras in studio
4. Deliver your Auras to users
5. Download the Aurasma app from the
App Store or Google Play to see the AR
you created! It is free!
The Aurasma studio is an online drag-and-drop web studio
for creating and managing Augmented Reality (AR)
experiences, which we call ‘Auras’.

28. 4. Applying MAR in Romanian physics
education. Examples with Aurasma app.
• Creating learning activities
to teach science
• Creating an experimental
activity sheet
• Creating How-To videos for
experimental devices
• Creating formative
evaluation activities
• Developing an
interdisciplinary project

29. Creating learning activities using
Aurasma app to teach science
Electromagnetic induction law in Aurasma app. (Learning Unit: Electric current;
Curriculum Physics, 8th grade). Overlays and triggers

30. Electromagnetic induction law- trigger

31. Elaboration of an experimental
activity sheet
Measuring the bodies density in Aurasma app. MAR activity sheet
(Learning Unit: Density of the bodies; Curriculum Physics, 6th grade).

32. Measuring the bodies density -trigger

33. Creating formative evaluation activities
using Aurasma app
Laplace law (Trigger and overlays)
with Aurasma app.
Trigger
Overlays
Overlays

34. Laplace law -Trigger

35. Developing an interdisciplinary project
Pre-service Teacher Training Program
“Physics through comics”
Extracurricular project using
Aurasma app. (bridging the
virtual with the real world)

36. Using Aurasma in the Science Class
• Interactive Walls
• Labeling of Diagrams
• How-To videos
• Tutorials
• Create Immersive Worksheets
• Homework
• Lab Safety
• Mini-Lessons
(Cuendet, 2013)

37. 4. Pre-service teacher attitude
towards ICT and AR integration in class
• 14 (3rd year) students practical activities
• targeting the way AR can be integrated into the
Romanian science education
Consider
• Web 2.0 app, mobile technology and AR can lead to a
better understanding of studied concepts, phenomena
and laws
• supporting collaboration
• developing creativity and imagination, but also science
specific skills.

38. Descriptive statistic for - Students'
attitude towards the undertaken MAR
activities.

39. Challenges
• Technical
• lack of facilities, materials
and specific software
• handheld mobile tools
accessible to education can
only measure to several
meters accuracy (geo-based
AR actions);
• AR typically requires some
form of internet access;
• Pedagogical
• learning may not be driven by
the pedagogy but more by the
AR tools' strengths and
weaknesses.
• limited research about AR
impact on learning
Opportunities
• increases students motivation
• increased accessibility to
educational content
• allows opportunities for
collaboration
• stimulate students in learning
abstract concepts based on
the real world
• appeals to constructivist
notions in education
(students take control of their
own learning)
• engage the learner in ways
that have never been possible
• can provide each student with
his/her own discovery path

40. 5. Conclusions
• Romanian science educators should aim to adopt new
technologies into their classroom to enhance student
learning experiences
• AR has the capacity to merge real and virtual worlds
together to improve the quality of teaching and
learning activities
• Mobile AR is a technology that have a great pedagogical
potential in Romanian science education (future studies
are needed)

41. Conclusions
• Pre-service science teachers are confident that MAR
is a technology that can benefit Romanian science
education by:
▫ developing specific/professional and life skills
▫ facilitating new learning experiences in a
collaborative-participative framework.

42. Dana Crăciun
craciundana@gmail.com

43. References (selected)
1) Horizon Report Europe- 2016, 2017 Higher Education Edition
2) Horizon Report Europe- 2016 School-Edition
3) Azuma R. T., 1997. A survey of augmented reality. In Presence:
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4) Milgram, P., Takemura, H., Utsumi, A., Kishino, F., 1994. Augmented
reality: A class of displays on the reality-virtuality continuum. In
Proceedings the SPIE: Telemanipulator and Telepresence Technologies
Vol. 2351. Page 282
5) Chiang, T.-H.-C., Yang, S.-J.-H., & Hwang, G.-J., 2014. An Augmented
Reality-based Mobile Learning System to Improve Students’ Learning
Achievements and Motivations in Natural Science Inquiry Activities. In
Educational Technology & Society. Vol. 17 (4):352
6) Wu, H.K., Lee, S.W.Y., Chang, H.Y., Liang, J.C. , 2013. Current status,
opportunities and challenges of augmented reality in education. In
Computers & Education. Vol. 62: 41
7) Cuendet, S., Bonnard,Q., Do-Lenh, S., Dillenbourg, P., 2013. Designing
augmented reality for the classroom. In Computers & Education. Vol. 68:
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