Human factors and qualitative pedagogical evaluation of a mobile augmented reality system for science education used by learners with physical disabilities

Augmented Reality Trends in Education between 2016 and 2017 Years

“…Providing a sense of reality [21] Presenting a natural experience [11,14] Visualize complex relationships [19,22] Offer experiences that cannot be done in real life [6,19] Concrete abstract concepts [6] Having fun learning [23] Presenting safe learning environment [6,24,25] Saving time and space [24,25] Increasing student participation [6] Providing flexibility [16] Supported learning approaches Authentic learning environments [18] Situational learning environments [6,26] Constructivist learning environments [3] Learning by doing environments [6] Inquiry-based learning environments [6,27] Research-based learning environments [18] Gains of using augmented reality in education…”

Real-Time Hallucination Simulation and Sonification through User-Led Development of an iPad Augmented Reality Performance

“…There are many applications available involving this, including some designed to help rehabilitate people with physical [11] or cognitive [12] disabilities. There have also been augmented reality systems to help visually impaired people navigate more easily [13].…”

NeuAR – A Review of the VR/AR Applications in the Neuroscience Domain

“…AR applications are already available in the areas of education (Arvanitis et al, 2007;Kerawalla et al, 2006;Squire & Klopfer, 2007;Squire & Mingfong, 2007) and medicine (Wörn et al, 2005). In the domain of psychotherapy, however, there are not many studies around.…”