Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning

By Matt Dunleavy, C. Dede, Rebecca Mitchell. 2009

1,349 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/cdab9a3baf7b75a15f58dc5b536ea0fe4b699999

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In Computer Vision and Pattern Recognition

In Developmental and Educational Psychology

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Citations in the corpus

The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics (2022, background): “Owing to the modeling and rendering technologies, the resources can be visualized in the metaverse, especially for the invisible or abstract concepts, items, or events in the physical world (Dunleavy et al., 2008; Wu et al., 2013).”
Augmenting the eye of the beholder: exploring the strategic potential of augmented reality to enhance online service experiences (2017, background): “Various academic disciplines address AR, including information systems (e.g., Milgram and Kishino 1994), education (Dunleavy et al. 2009), and psychology (Riva et al. 2016).”
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research (2012, methodology): “Several studies regarding image-based (Kerawalla et al. 2006; Shelton and Stevens 2004) and location-based AR (Dunleavy et al. 2009; O’Shea et al. 2011; Rosenbaum et al. 2007; Squire and Jan 2007; Squire and Klopfer 2007) reviewed in this paper have highlighted and investigated participants’…”
A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance (2012, background): “, iPads and iPods) and applications can generally influence student learning and engagement (Basham et al., 2010; Dunleavy et al., 2009).”
Augmented reality in science laboratories: The effects of augmented reality on university students' laboratory skills and attitudes toward science laboratories (2016, background): “For students, complicated tasks and large amounts of information to master may increase their cognitive loads and prevent their learning (Cheng & Tsai, 2013; Dunleavy et al., 2009).”
Animating eco-education: To see, feel, and discover in an augmented reality-based experiential learning environment (2016, background): “(2) Combining wireless Internet and location detection technology to build ubiquitous learning (Broll et al., 2008; Dunleavy et al., 2009).”
The impact of augmented reality on cognitive load and performance: A systematic review (2021, background): “Other authors, like Akçay ı r and Akçay ı r (2017), Antonioli et al. (2014), Cheng and Tsai (2013), Dunleavy et al. (2009), van Kreveln and Poelman (2010) and Wu et al. (2013), show that AR is distracting and is providing too much information at once while working on learning tasks.”
The challenges of entering the metaverse: An experiment on the effect of extended reality on workload (2022, result): “For example, previous studies point out that using AR can result in a higher cognitive load and mental strain (e.g., Dunleavy et al., 2009; Tarafdar et al., 2019; Weidinger et al., 2018).”
Augmented reality in Education — Cases, places, and potentials (2013, methodology): “Situated learning – authentic and contextualised learning is enabled by embedding educational experiences within the real-world environment and by bringing the real world into the classroom (Chen & Tsai, 2012; Dede, 2009; Dunleavy et al., 2009; Rasimah et al., 2011).”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “…of Augmented Reality in education echo the principles above (Yuen et al. 2011); but also emphasize on, along with educational AR researchers Dunleavy et al., that AR is a “good medium for immersive collaborative simulation”(Dunleavy et al. 2009), well suited to social, educational settings.”
Current status, opportunities and challenges of augmented reality in education (2013, positive): “Together these AR technologies allow ubiquitous learning enhanced by computer simulations, remote laboratories, physical models, and 3D or virtual objects (Broll et al., 2008; Dunleavy et al., 2009).”
Mobile Augmented Reality: The Potential for Education☆ (2013, result): “The results obtained from the study documented high student engagement across the three case study sites (Dunleavy et al., 2009) In 2009, Ardito, Buono, Costabile, Lanzilotti and Piccinno presented a MAR game called Explore! with the aim to support during a visit and explorations of middle school…”