A Review of Augmented Reality in K-12 Education Environments

Introduction

Augmented reality (AR) applications (apps) have become widely used in recent years, with the popularity of games like Pokémon Go and Harry Potter Wizards Unite. Today, many AR features are integrated in operating systems (e.g., iOS and Android), making these immersive technology tools readily available on most digital devices. Educators are increasingly realizing the learning opportunities immersive technologies provide to all students, particularly those at-risk and students with disabilities (Walker et al., 2017). AR provides an interactive environment that can enhance the learning experience. By engaging the learner with content in an interactive and multimodal manner, AR can foster the development of critical thinking and problem-solving skills.

AR lies on the mixed reality (MR) continuum of immersive technologies originally described by Milgram and Kishino (1994). MR refers to varying combinations of the real environment (e.g., a physical classroom) with the virtual environment (e.g., simulated digital environment). Figure 1 illustrates this continuum, which spans from the real environment to a completely virtual environment, taking into account varying gradations of augmented reality and augmented virtuality (e.g., physical objects over digital backgrounds). By identifying this continuum, Milgram and Kishino sought to develop a taxonomy to present a structure, or ordered classification, from which to further define, discuss, develop, apply, and consequently to research and evaluate effectiveness of various forms of MR. In the classroom, AR and virtual reality (VR) are the most commonly used mixed reality apps.

Unlike many immersive VR apps, AR apps can be used without expensive head-mounted displays (HMD) and are available on many mobile devices. AR apps, like Unite AR, allow students and teachers a quick and easy way to create and share digital overlays. Users can point their mobile device at objects in the real environment and immediately generate a 3D animation, graphic, or video, superimposed over the object. With this ability to create digital overlays, educators have access to interactive visuals that can manipulate content to further contextualize instruction for all learners, particularly those that struggle with processing and comprehension of instruction and the curriculum materials educators often used to direct classroom instruction. While mixed reality offers an array of options, AR is one of the most easily accessible (e.g., easy to use, inexpensive, accessible, available in variety of mediums) in the K-12 classroom and thus, a realistic option to integrate into learning experiences. Below, we define AR and provide examples to clarify on how it can be applied and describe the unique affordances of AR that can support academic, social and behavioral skill building for students with disabilities.

Figure 1.

Milgram and Kishino (1994) continuum of mixed reality. (Source: Shutterstock.com)

Augmented Reality

AR technology supplements the real world with digital multimedia objects that appear to coexist in the same space. Azuma (1997, 2017) characterizes AR by these three distinct elements. AR technology: (a) combines real and virtual objects within the real environment, (b) aligns real and virtual objects with each other (e.g., overlays), and (c) integrates images in real-time or in three-dimensions. In short, AR technology provides digital representations that enhance the real world. For example, the user views a virtual object on the screen of a digital device, overlaid on a real time image captured by the device’s camera. The object appears to be embedded in the real world (e.g., cartoon character sitting at your kitchen table), a virtual illusion of sorts.

Another defining characteristic that distinguishes AR from other types of mixed reality technologies is that AR does not require a head-mounted display or similar wearable technology often required for virtual reality experiences. In addition, although AR relies on visual virtual objects, emerging AR apps can invoke other senses such as hearing and touch. Finally, AR does not only add to a real image; it can also remove real objects by overlaying virtual ones (e.g., digital furniture). This is often referred to as mediated or diminished reality.