Augmented Reality in Education: A New Technology for Teaching and Learning (Springer Series on Cultural Computing)

Preface
Contents
Contributors
Part I General Aspects of Educational Augmented Reality
1 Augmented Reality in Education: Current Status and Advancement of the Field
1.1 Introduction
1.2 Technologies
1.3 AR Learning Experience
1.4 Authoring AR Content
1.5 The Audience and Topics
1.6 The Status of ARLE Research
1.7 Conclusion
References
2 Designing Augmented Reality Applications as Learning Activity
2.1 Introduction
2.2 Scope, Study Design and Experimental Set-Up
2.3 Results
2.3.1 Quantitative Evaluation of the Reviews
2.3.2 Qualitative Evaluation of the Reviews
2.3.3 The Learning Activity from the Students’ Perspective
2.4 Discussion
2.5 Conclusions
References
3 An Online Platform for Enhancing Learning Experiences with Web-Based Augmented Reality and Pictorial Bar Code
3.1 Introduction
3.1.1 E-Learning and Traditional Learning Methods
3.1.2 Augmented Reality and Motivation
3.1.3 Proposed Method
3.2 Transparent QR Code on Colour Figures
3.2.1 QR Code Structure Overview
3.2.2 QR Code Decoding Algorithm
3.3 Design and Implementation
3.3.1 The Design and Running Process
3.3.2 Transparent QR Code on Colour Images
3.3.3 AR.js for Augmented Reality for the Web
3.3.4 Adding Interactive with 3D Model
3.4 Results and Conclusion
References
4 The Concept of ‘Bringing Your Own Device’ in Scaffolded and Augmented Education
4.1 Introduction
4.2 Theoretical Assumptions
4.2.1 Bring Your Own Device
4.2.2 Social Perspectives and Collaborative Learning
4.2.3 The Concept of Affordance
4.3 Method and Data Collection
4.4 Findings and Discussions
4.4.1 Task-Ability
4.4.2 Social-Ability
4.4.3 Knowledge-Ability
4.4.4 Teach-Ability
4.4.5 General Discussion
4.5 Conclusion
References
5 The FeDiNAR Project: Using Augmented Reality to Turn Mistakes into Learning Opportunities
5.1 The FeDiNAR Idea
5.2 Definition of the Error Term in the Project
5.3 Technical System
5.4 Prototypical Implementation of the FeDiNAR Concept (Demonstrator)
5.5 Technical Implementation and Connection of the Digital Twin
5.5.1 Virtual Testbeds
5.5.2 Hardware Setup
5.5.3 Implementation of the Process Description
5.5.4 AR Interaction and Error Detection
5.6 Evaluation of the Learning Concept
5.7 Summary and Future Work
References
6 Choral Konsult: Augmented Reality for Electrate Learning
6.1 Border Konsult
6.2 The Zone
6.3 The Disaster
6.4 The Denizens
6.5 The Anaximander Model
6.6 Screen City Biennial, Stavanger Norway
6.7 Instead of Conclusion: Background and Context
References
Part II Augmented Reality in Teaching Medicine and Science
7 Augmented Reality in Medical Education and Training: From Physicians to Patients
7.1 Introduction
7.2 Augmented Reality in Medical School
7.2.1 Augmented Reality and Anatomy
7.2.2 Augmented Reality and Mentoring
7.2.3 Augmented Reality and Clinical Skills
7.2.4 Limitations of Augmented Reality for Medical School
7.3 Augmented Reality for Residents and Attendings
7.3.1 Laparoscopic Surgery
7.3.2 Neurosurgery
7.3.3 Cardiology
7.4 Patient Education
7.4.1 Preoperative Education
7.4.2 The Pediatric Inpatient Experience
7.4.3 Telemedical Applications
7.4.4 General Patient Education
7.5 Conclusion
References
8 The Usage of Augmented Reality in Dental Education
8.1 Introduction
8.2 Development of Simulation Methods in Dentistry
8.2.1 Phantom Head
8.2.2 Cadavers
8.2.3 Robotics
8.2.4 Application of Computers in Education
8.2.5 Virtual Reality and Haptics
8.2.6 Augmented Reality
8.3 AR in Local Anesthesia Training
8.4 Application of AR in Maxillofacial Surgery
8.5 Application of AR in Dental Implantology
8.6 Application of AR in Learning Dental Morphology
8.7 Application of AR in Aesthetic Dentistry
8.8 Application of AR in Restorative Dentistry
8.9 AR in Dental Teaching and Learning
8.10 Conclusion
References
9 The Development of Augmented Reality Applications for Chemistry Learning
9.1 Introduction
9.2 Development of Augmented Reality Technology as a Learning Media on Metal Structure Concepts
9.2.1 Start Display
9.2.2 Display Learning Objectives
9.3 AR Technology Using Android Operating System on the Concept of Molecular Geometry
9.3.1 Display of AR Application
9.3.2 Worksheets and Markers
9.4 Creating AR-Based Interactive Learning Media on the Concept of Molecular Chirality
9.4.1 Display of AR Media Interface
9.4.2 Display Main Page (Menu)
9.4.3 Display of Molecular Chirality Submenu
9.4.4 Display Augmented Reality Markers
9.4.5 Display Questions on the Student Worksheet
9.4.6 Quiz Display
9.5 Creating AR-Based Learning Media on the Concept of Molecular Hybridization
9.5.1 Initial Menu Display
9.5.2 Display Basic Competencies and Learning Objectives
9.5.3 Display Main Menu (Start)
9.5.4 Display of the Hybridization Submenu
9.5.5 Display Animation Hybridization Process sp
9.5.6 Display of Question Menu
9.6 Creating AR Learning Media on the Concept of Alkanes and Cycloalkanes
9.7 Conclusion
References
10 Mixed Reality Books: Applying Augmented and Virtual Reality in Mining Engineering Education
10.1 Introduction
10.2 The Potential of AR and VR in Teaching
10.3 The MiReBooks Project: Using AR and VR Technologies in Teaching
10.4 Evaluation of AR and VR Technologies in Teaching
10.4.1 Research Design and Procedure
10.4.2 Questionnaires
10.4.3 Participants
10.5 First Results
10.5.1 Evaluation Results
10.5.2 Limitations
10.6 Discussion
10.7 Conclusion and Outlook
References
Part III Educational Augmented Reality in Humanities and Art
11 Beyond Historical Books, Names and Dates: Leveraging Augmented Reality to Promote Knowledge, Reasoning, and Emotional Engagement
11.1 Introduction
11.2 Theoretical Framework
11.2.1 The Control-Value Theory of Achievement Emotions
11.2.2 Historical Reasoning
11.3 Highlights from Mobile AR App Research on Emotions, Historical Reasoning, and Learning
11.3.1 The McCord Urban Museum App
11.3.2 Study 1: Comparing Virtual and Location-Based Mobile AR Apps
11.3.3 Study 2: Analyses 1: Comparing Historical Reasoning Prompts from Human Guides to Foster Learning and Emotions
11.3.4 Study 3: Comparing Historical Reasoning Prompts from Human Guides to Foster Historical Reasoning and Knowledge
11.4 General Discussion, Ongoing, and Future Directions
References
12 Design and Implementation of Augmented Reality for English Language Education
12.1 Introduction
12.2 Learning Theories and Illustrating Case Studies
12.2.1 Constructivism: An AR-based Mobile English Composition Learning Material
12.2.2 Sociocultural Theory (SCT): A Place-Based AR Mobile Game—ChronoOps
12.2.3 Connectivism: An AR-enhanced Context-Aware Ubiquitous Learning Environment
12.3 Three Existing AR Design Frameworks
12.4 An Ecology of AR-enhanced Language Learning and Pedagogic Principles
12.4.1 Understanding and Identifying Learners’ Language Learning Needs and Current Knowledge Gaps
12.4.2 Sketching Out and Designing an AR-enhanced Language Learning Environment
12.4.3 Testing and Refining the Optimal Language Learning Experience
12.5 Concluding Remarks
References
13 Iberian Cultures and Augmented Reality: Studies in Elementary School Education and Initial Teacher Training
13.1 Introduction
13.2 Initial Teacher Training and Augmented Reality
13.3 Augmented Reality in Elementary School
13.4 Conclusions
References
14 The Educational Use of the ‘Harry Potter: Wizards Unite’ Augmented Reality Application
14.1 Introduction
14.2 Augmented Reality: What Is It?
14.3 The Integral Benefits of Augmented Reality Active Games
14.4 The Appearance of the Augmented Reality Game ‘Harry Potter: Wizards Unite’
14.5 Practical Applications of Augmented Reality in Education
14.6 Limitations and Strengths of This Proposal
14.7 Conclusion
References
15 Making Inside the Augment: Augmented Reality and Art/Design Education
15.1 Introduction
15.2 The Translation of Art and Design into Augmented Environments
15.3 Headset Versus Handheld Methods in AR (Architecture, Industrial Design, Art)
15.4 Aesthetics of the Gesture
15.5 Developmental, Didactic, and Demonstrative AR in Design Education
15.6 Developmental Methodologies: Maya3D and HoloLens
15.7 Demonstrative Explorations: Kerr and Lawson’s Master of Time
15.8 Demonstrative/Developmental Counterpoint: Mars Habitat Project (Zayed/AUS)
15.9 Arabian Case Studies: Pieces in the UAE
15.10 Case Study: Teaching Information Physicalization in AR
15.11 AR-Based Art as Allegorical Space
15.12 Humann and Thiel: Further Allegories
15.13 Conclusion
References
16 The Romantic App: Augmented Reality in Fine Art Education
16.1 Introduction
16.1.1 About this Chapter
16.1.2 About the Romantic App
16.2 The Proof of Concept
16.3 Art Institute of Chicago, Romantic-App Walk-About
16.4 Student Projects
16.4.1 Anthony L. Blackwood
16.4.2 Daniel Brookman
16.4.3 Savario Caponi
16.4.4 Jessica Ceuvallos
16.4.5 Cindy Chang
16.4.6 Muyeol Choe
16.4.7 Cassandra Davis
16.4.8 Nick Flaherty
16.4.9 Xavier Hughes
16.4.10 Insun Kang
16.4.11 Amanda Konkol
16.4.12 Ferrell Lamonth
16.4.13 Yoo-Jin Lee
16.4.14 Sharon Pak
16.4.15 Christen Shea
16.4.16 Emily Shoebey
16.4.17 Jarad Solomon
16.4.18 Kalan Strauss
16.4.19 Jessica Walters
16.5 Conclusion: Augmented Reality as Allegory and Pedagogy
References
Part IV Augmented Reality in Environmental and Special Education
17 Augmented Reality for Outdoor Environmental Education
17.1 Introduction
17.2 Theoretical Framework
17.2.1 Environmental Education and the Value of Outdoor Learning Activities
17.2.2 Theories of Learning
17.3 Enriching Field Trips with AR: Examples of Existing AR Projects for Outdoor Environment Education
17.3.1 Inquiry-Based Learning with AR
17.3.2 Other Pedagogical Approaches
17.4 Discussion
17.4.1 Role of Digital Augmentations
17.4.2 Forms of Digital Augmentations
17.4.3 Challenges
17.5 Conclusion
References
18 Augmented Reality in Environmental Humanities Education
18.1 Introduction
18.2 Environmental Humanities
18.3 Archaeology: Bridging Social and Natural Sciences
18.4 Augmented Reality State of the Art
18.4.1 New Technologies in Education: Augmented Reality
18.4.2 Augmented Reality Technology and Tools
18.4.3 Augmented Reality Current Status in Education
18.4.4 Augmented Reality in Archaeological Education
18.5 EnviHum.AR—An Application for Education and Environmental Awareness
18.5.1 EnviHum.AR Functionalities
18.5.2 Malu Roşu—Augmented Content
18.5.3 Păcuiul lui Soare—The Augmented Content
18.5.4 Networking
18.6 Conclusions
References
19 Interacting Across Contexts: Augmented Reality Applications for Developing the Understanding of the Anthropocene
19.1 Introduction
19.2 Background
19.2.1 Augmented Reality and Environmental Education
19.2.2 Challenges in the Understanding of the Anthropocene
19.3 Methods
19.3.1 Data Collection
19.3.2 Evaluating the Credibility of Information Sources
19.3.3 Framework and Analysis
19.4 Results and Findings
19.4.1 Overview of the Collected AR Applications
19.4.2 Interactions Afforded by AR
19.4.3 The Theme Context of the Anthropocene
19.5 Discussion
19.6 Limitations
19.7 Conclusion
References
20 Alaskan Timeosaurs and Interplanetary Human Spaghetti: A Regional Look at Augmented Reality in Special Classrooms
20.1 Peer Art: Augmented Reality as Enrichment
20.2 Molly of Denali Versus Clutch Cargo
20.3 The Cannibal Giant
20.4 Ya Ne Dah Ah, Dimi Macheras
20.5 Wintermoot Limited Series
20.6 Peer Art Year One: Timeosaurs
20.7 Peer Art Year Two: Interplanetary Human Spaghetti
20.8 STEM/Conclusion
References
Concluding Remarks