Using augmented reality for teaching Earth-Sun relationships to undergraduate geography students

By Brett E. Shelton, N. Hedley. The First IEEE International Workshop Agumented Reality Toolkit,, 2002

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Augmented Reality: An Overview and Five Directions for AR in Education (2011, background): “…functionality of AR as an improved user interface technology, researchers believe that AR has vast potential implications and numerous benefits for the augmentation of teaching and learning environments (Billinghurst, 2002; Cooperstock, 2001; Klopfer & Squire, 2008; Shelton & Hedley, 2002).”
Augmented Reality Learning Experiences: Survey of Prototype Design and Evaluation (2014, background): “[94] Solar system Users are allowed to change the position of the Earth with respect to the sun and observe the effect on the Earth.”
Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology (2020, background): “Previous studies demonstrated that courses instructed with augmented reality applications allow easier learning of the topics by learners (Abdüsselam & Karal, 2012; Kaufmann, 2003; Özarslan, 2013; Shelton & Hedley, 2002; Sırakaya, 2016).”
“Making it real”: exploring the potential of augmented reality for teaching primary school science (2006, methodology): “For example, Shelton and Hedley (Shelton and Hedley 2002; Shelton and Hedley 2003) argue that the 3D nature of the AR experience, together with providing learners with an opportunity to manipulate time, position, angles, rotation and revolution, and encouraging them to reflect upon the implications…”