Initial research conducted by Oxford University reports that students give augmented reality (AR) rave reviews in the classroom. Students at Melbourne Girls Grammar in Australia report feeling more engaged when learning comes to life through augmented reality. Atoms and volcanoes gain new dimensions, and science is infused with excitement.
Student engagement appears high in this video, but is there evidence that this AR experience can promote deeper learning than other methods? Is it simply the novelty that excites students, or is there something deeper happening through this new technology? Add your voice to the ongoing conversation on Vialogues.
Excerpts from the discussion:
@01:22 Dallas Milanovich: I think the key to a successful AR/VR experiences is in knowing the technology's limitations. For subjects like science, students can get a lot out of virtual learning experiences because they can witness phenomena they would have no way of witnessing otherwise (such as the depths of a volcano). With humanities, though, it gets trickier; reenactment is subject to bias, and using AR/VR for exposure to other cultures runs the risk of tokenizing people while students feel they've seen something "authentic." These tools may make it seem like you can "see the world through another's eyes," but we must remember that this is never truly possible.
@01:22 RuthS: This student says that AR allowed her to experience a volcanic eruption for the first time, but that makes me wonder about video recordings. How do students feel about using AR versus watching a video of the same thing? Does AR feel more real to them, even if it's animated?