Augmented Reality Teaching and Learning

By Matt Dunleavy, C. Dede. 2014

615 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/81043c69a2ec0f07d857f4e56aa71d9864b7974e

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

1. D. Wells
2. Carlos Bermejo
3. Ali Arya
4. Michael Kerres
5. Josef Buchner
6. Anthony Scavarelli
7. Robert J. Teather
8. Ioannis Kazanidis

In Developmental and Educational Psychology

1. D. Wells
2. Ali Arya
3. Michael Kerres
4. Josef Buchner
5. Anthony Scavarelli
6. Robert J. Teather
7. Ioannis Kazanidis
8. Nikolaos Pellas

In Information Systems

1. D. Wells
2. Ioannis Kazanidis
3. Nikolaos Pellas
4. Panagiotis Fotaris

Citations in the corpus

• Mobile Augmented Reality Survey: From Where We Are to Where We Go (2017, background): “Dunleavy and Dede [65] summarize existing related work aboutMAR in educational environments.”
• The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “Augmented reality (AR) has gained a lot of attention in educational research as it is associated with many expectations for motivating and more effective learning (Akçay ı r & Akçay ı r, 2017; Dunleavy & Dede, 2014; Johnson et al., 2010).”
• Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “…“when evaluation is based on the success of learning as a preparation for future learning—research-ers measure transfer by focusing on extended performances where students ‘learn how to learn’ in a rich environment and then solve related problems in real-world contexts” (Dunleavy and Dede 2014).”
• Augmenting the learning experience in primary and secondary school education: a systematic review of recent trends in augmented reality game-based learning (2019, methodology): “They employ built-in cameras, Global Positioning System (GPS) sensors, accelerometers, solid-state compasses, and Internet access to utilise either position data (location-aware AR) or real-world images and/ or objects as visual markers that launch a digital information overlay (vision-based AR), th”
• Augmented reality in informal learning environments: A field experiment in a mathematics exhibition (2014, background): “…technologies for teaching and learning in natural science, medicine, engineering, languages, history, arts, and other subjects and in various learning environments, for example, kindergartens, schools, universities, laboratories, museums, parks, and zoos (Dunleavy & Dede, 2014; Wu et al., 2013).”