“Making it real”: exploring the potential of augmented reality for teaching primary school science

By Lucinda Kerawalla, R. Luckin, Simon Seljeflot, Adrian Woolard. Virtual Reality, 2006

593 citations recorded by the source corpus.

The use of augmented reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of teacher–child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children, revealed that the children using AR were less engaged than those using traditional resources. We suggest four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. These requirements are: flexible content that teachers can adapt to the needs of their children, guided exploration so learning opportunities can be maximised, in a limited time, and attention to the needs of institutional and curricular requirements.

Subfields: Computer Vision and Pattern Recognition, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/02db2fe9455cec51e0387f81753616b39939313d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Vision and Pattern Recognition

In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Augmented reality to promote collaborative and autonomous learning in higher education (2015, background): “Authors such as Kerawalla, Luckin, Seljeﬂot, and Woolard (2006) made reference to the ‘AR for learning’ term proposing several design requirements which may be considered: (1) AR systems should be ﬂexible enough for the teacher to adapt to the needs of their students; (2) the content should be…”
Augmented reality in Education — Cases, places, and potentials (2013, background): “There are, however, significant barriers to successful use of Augmented Reality in the classroom, such as the time and technical expertise associated with development of materials (Kerawalla et al., 2006).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “Also, the resistance of some teachers and faculty to AR technology is an occasional obstacle for AR usage in education (Kerawalla et al., 2006).”
Augmented Reality in Education and Training (2012, methodology): “Kondo (2006) examined how AR technology can be applied to museum display systems.”
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research (2012, methodology): “To sum up, a temporary result found in this paper is that there are three main aspects of science learning afforded by image-based AR, including spatial ability (Kerawalla et al. 2006 (Shelton and Stevens 2004).”
Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation (2014, background): “For example, interviews were useful in learning about technology acceptance [101], [28]; possible advantages of ARLE than the current practice of a teacher [51], [26]; and learners’ opinion about technology including perceived ease of use, perceived usefulness, intention to use, etc.”
A Critical Review of the Use of Virtual Reality in Construction Engineering Education and Training (2018, background): “Although VR has already been adopted in architecture engineering and construction education [14–17], the use of a head-mounted display (HMD) can cause problems such as discomfort and poor depth perception [18].”
Designing augmented reality for the classroom (2013, background): “Kerawalla et al. (2006) added design requirements that address the third circle: (1) AR systems should be flexible enough for the teacher to adapt to the needs of their students; (2) the content should be taken from the curriculum and delivered in periods as short as other lessons; and (3) the…”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “Kerawalla et al. (2006) explored AR for teaching science to primary school students with a “virtual mirror” (a screen that displays a live camera feed of the student with 3D content overlaid into the scene) to allow children to manipulate a model of the Earth orbiting the sun.”
Current status, opportunities and challenges of augmented reality in education (2013, unknown): “Institutional constraints such as covering a certain amount of content within a given time frame also cause difficulties in implementing innovations (Kerawalla et al., 2006).”
Learning anatomy via mobile augmented reality: Effects on achievement and cognitive load (2016, background): “Providing interaction through 3D view of objects from different points of view improves students’ spatial and practical skills (Kerawalla et al., 2006; Cheng and Tsai, 2012).”