Augmented Reality and Mobile Learning

Gaved, Mark; FitzGerald, Elizabeth; Ferguson, Rebecca; Adams, Anne; Mor, Yishay; Thomas, Rhodri

doi:10.4018/ijmbl.2013100103

Cited by 159 publications

(110 citation statements)

References 53 publications

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“…In 2013, FitzGerald et al [17] published a review on AR in the context of mobile learning where they analyzed six mobile learning systems that utilized AR as a key component. Their comparison taxonomy featured six variables, mostly focusing on non-technical aspects: device/technology, mode of interaction/learning design, method of sensory feedback, personal/shared experience, fixed/static or portable experience, and learning activities.…”

Section: Related Workmentioning

confidence: 99%

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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Augmented reality (AR) has evolved from research projects into mainstream applications that cover diverse fields, such as entertainment, health, business, tourism and education. In particular, AR games, such as Pokémon Go, have contributed to introducing the AR technology to the general public. The proliferation of modern smartphones and tablets with large screens, cameras, and high processing power has ushered in mobile AR applications that can provide context-sensitive content to users whilst freeing them to explore the context. To avoid ambiguity, I define mobile AR as a type of AR where a mobile device (smartphone or tablet) is used to display and interact with virtual content that is overlaid on top of a real-time camera feed of the real world. Beyond being mere entertainment, AR and games have been shown to possess significant affordances for learning. Although previous research has done a decent job of reviewing research on educational AR applications, I identified a need for a comprehensive review on research related to educational mobile AR games (EMARGs). This paper explored the research landscape on EMARGs over the period 2012-2017 through a systematic literature review complemented by two case studies in which the author participated. After a comprehensive literature search and filtering, I analyzed 31 EMARGs from the perspectives of technology, pedagogy, and gaming. Moreover, I presented an analysis of 26 AR platforms that can be used to create mobile AR applications. I then discussed the results in depth and synthesized my interpretations into 13 guidelines for future EMARG developers.

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Section: Related Workmentioning

confidence: 99%

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Laine

2018

Computers

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“…Many authors [3][9] [10] have identified learning as an interesting and promising field in which AR could be applied. [3] writes that AR systems could "help learners develop skills and knowledge that can be learned in other technology environments but in a more effective way" and as [9] writes "AR can enhance our situated learning by augmenting our realties more effectively". According to several, such as [10] [11] [12], AR increases the effectiveness of and motivation for learning.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Learning Through Mobile Augmented Reality

Hedberg

Nouri

Hansen

et al. 2018

Int. J. Interact. Mob. Technol.

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Abstract-In the beginning of this millennium, researchers started to see the potential of using Augmented Reality (AR) in educational settings and foresaw that further research within the field is needed. Since then, AR research have taken many different approaches. This is also true for AR in relation to pedagogical purposes. In recent years, learning through mobile augmented reality has become increasingly interesting due to the mobile devices small form factors and their ability to let the students move around freely while learning. This study investigates mobile supported augmented reality for learning. It attempts to make a systematic review of how learning and pedagogical aspects have been approached in the articles. Based on a review of previous literature of mobile AR systems for pedagogical purposes, published between 2000-2017, we present findings demonstrating the mobile platforms used in AR studies, the educational levels focused, pedagogical approaches employed, and educational subjects focused. Based on these findings, trends are identified and future work discussed.Keywords-mobile augmented reality, mobile learning, systematic review, augmented reality, mobile devices IntroductionIt was in the beginning of this millennium that researchers started to really see the potential of using AR in education and foresaw further research within the field [1] [2]. Since then, many variations and approaches have been taken in the design of AR used for pedagogical purposes and there's a need for an overview of what has been studied within the field [3] Augmented Reality (AR) is a field in which virtual objects are integrated into a real environment in real time. As explained by [4], AR supplements the real world with virtual, computer-generated, objects that appear to coexist in the same space as the real world. In other words, AR is a way to enhance the real world and it may be achieved by adding a layer of virtual-objects on top of the real world.AR emerged as an own research field as late as in the 1990s due to its high technological demands [4]. AR technologies can be helpful when a person is unable to detect something with his or her own senses. AR can be used to let a computational device process information which else would have taken longer time or even be impossible for a human. This includes calculations, comparisons and sorting of non-subjective objects which are tasks that computational devices are good at carrying out. Furthermore, AR could be used to blur out objects that are irrelevant.The use of mobile AR systems has opened up for new possibilities within the research field. As explained by [6], the smaller size on the devices solves previous problems with AR systems concerning its usability and scalability. These smaller mobile devices on which the AR system can be loaded have made the AR systems more user friendly and become even more available in everyday life. As [6] and [7] write that there is "a broad consumer interest in very small form factor devices and displays such as cell phones and ...

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“…Due to its potential and the availability of the equipment needed for an AR system, it has been used in different contexts, such as medicine, military, entertainment, training, tourism, social networking, industrial applications, cultural heritage etc. Mobile AR has been used in different projects, a wide taxonomy of which is available in FitzGerald et al (2013) work. Furthermore, the authors stress the educational potential of AR; they mention a series of studies that empirically indicate the efficiency of AR in • Promoting engagement and motivation (Klopfer & Squire, 2008;Luckin & Stanton Fraser, 2011); • Improving memorability, engagement (Luckin & Stanton Fraser, 2011) and motivation (Di Serio et al 2012); • Improving spatial skills (Martin-Gutierrez et al 2011;Schmalstieg & Wagner, 2007); • Supporting collaborative problem solving, (Cook 2010).…”

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confidence: 99%

Towards Design Patterns for Augmented Reality Serious Games

Antonaci

Klemke

Specht

2015

Communications in Computer and Information Science

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Abstract. For professional workers today, keeping up with knowledge and the continuous technology progress is challenging. Increased innovation speed and dynamic work situations shorten preparation times for new tasks significantly. Traditional professional training approaches preparing employees for new tasks are becoming inappropriate. Thus new educational means are needed. These would help employees get acquainted with new situations faster and more efficiently. According to learning theories such as action learning and situated learning, which embed the learning process in the application context and challenge the learner to be actively involved help to improve the learning process. These theories are the basis for mobile learning and serious games. From research in Serious Games we know that games have the potential to actively involve learners and to immerse them in a learning situation and increase their engagement. With Augmented Reality (AR) and wearable devices a new generation of tools and applications becomes available, which inherently are mobile, contextualized and personalized. First successful application scenarios show the potential of these new technologies for education and training. While the application of game-design patterns to learning processes help to systematically design learning games supporting specific learning outcomes, an empirically tested, systematic approach towards the design of AR-based learning solutions is still missing. Based on the state of the art in AR research and in applying design patterns for serious games, we consequently propose a research methodology to apply game design patterns to augmented reality-based learning games for the training of professionals in dynamic situations.

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Augmented Reality and Mobile Learning

Cited by 159 publications

References 53 publications

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

Mobile Educational Augmented Reality Games: A Systematic Literature Review and Two Case Studies

A Systematic Review of Learning Through Mobile Augmented Reality

Towards Design Patterns for Augmented Reality Serious Games

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