Reflection 4

Augmented reality (AR) is a type of technology that can integrate digital information into

a user's environment in real time. It allows users to view digital content as if it were part of their

physical surroundings. A basic example of this is that of which in the game Pokémon Go.

Extremely popular in past years, Pokémon Go allowed users to catch Pokémon in the real world,

by integrating the image of a Pokémon into the real world through a camera and phone screen.

By using the technology of AR, many opportunities are created for teaching and learning in the

classroom (Wu et al., 2013). AR allows for interactive learning, gamification, and better

accessibility in the classroom.

AR provides an excellent instrument for creating a more interactive, engaging and

experiential environment for learning. It allows for gamification of the curriculum that is taught.

AR can be used to create educational games that both provide high engagement, and learning. It

allows activities to be more hands on, and allows the learning to be more memorable (Wu et al.,

2013). Research indicates that AR systems and environments can help students develop

knowledge and skills that could be learned in other learning environments but in a more effective

way (El Sayed et al., 2011). Moreover, AR games could activate the recall of prior knowledge

and use it to connect to the physical world, while engaging students in the academic content

(Squire & Klopfer, 2007).

Moreover, AR allows learning in the classroom to be more accessible. AR could be used

for students with learning disabilities, or other accessibility issues. For example, hearing-

impaired students could benefit from an AR technology that provides sign language translations,

overall allowing for a more inclusive learning environment.

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However, there are downsides to consider when navigating AR for classroom use. In an

AR learning environment, students could potentially be overloaded cognitively due to the large

amount of information they are required to process as students would need to multitask in AR

environments (Wu et al., 2013) It was reported by Dunleavy et al., (2009) that students felt

confused and overwhelmed when engaged in a multi-user AR simulation, as they needed to deal

with unfamiliar technologies as well as complex tasks.

Overall, there are upsides and downsides to augmented reality in the classroom learning

environment.
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References

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive

participatory augmented reality simulations for teaching and learning. Journal of Science

Education and Technology, 18(1). https://doi.org/10.1007/s10956-008-9119-1

El Sayed, N. A. M., Zayed, H. H., & Sharawy, M. I. (2011). ARSC: Augmented reality student

card. Computers & Education, 56(4), 1045–1061.

https://doi.org/10.1016/J.COMPEDU.2010.10.019

Squire, K., & Klopfer, E. (2007). Augmented reality simulations on handheld computers.

Journal of the Learning Sciences, 16(3). https://doi.org/10.1080/10508400701413435

Wu, H. K., Lee, S. W. Y., Chang, H. Y., & Liang, J. C. (2013). Current status, opportunities and

challenges of augmented reality in education. Computers & Education, 62, 41–49.

https://doi.org/10.1016/J.COMPEDU.2012.10.024