After a few days of contemplation I remain convinced about the potential of Augmented Reality to support learning, particularly when combined with a range of other technologies through mobile phones, and embedded devices, for example.
Our own research has demonstrated that AR has the potential to promote learning and to motivate children to engage with learning activities. There is evidence that specific skills can be improved, that learners are motivated and challenged through interactive problem solving activities and that AR can offer many opportunities for collaboration. Previous research projects, some of them quite old now, have also shown the potential of AR to enhance the presentation of knowledge across a range of real-world settings and the creation of engaging ways of interacting with simulations: demonstrating the broad potential of this technology across a spectrum of learning activities. See for example, Ambient Wood, Savannah, Environmental Detectives and there are more general lessons to be learned from studies with Ubiquitous. Augmented.Reality User Interfaces.
It is clear that to be effective, developers of AR for learning will need a rich skill set in order to create applications that offer the necessary learner control, challenging interactivity and experience coherence. As previously noted this seems like a perfect task for participatory design with young people being an integral part of designing their own current and future technology rich learning experiences.
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