Augmented Reality: Educational Resources

Augmented Reality: Educational Resources

Mustafa Serkan Abdusselam (Giresun University, Turkey) and Ebru Turan Güntepe (Giresun University, Turkey)
Copyright: © 2018 |Pages: 24
DOI: 10.4018/978-1-5225-5243-7.ch001
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The purpose of this chapter is to investigate the potential of augmented reality as an educational resource. The use of augmented reality technologies and the integration of augmented reality into learning environments will also be investigated in light of current learning approaches. In total, 153 full-text, accessible international articles and conference proceedings published between 2007 and 2016 on augmented reality were found on the web under the category of educational research on the Web of Science's SSCI. These studies were evaluated in terms of purpose, target group, rationale, method, approach, augmented reality environment components, findings, and contributions to the field. This chapter will identify the tendencies toward the use of augmented reality in educational research, fields of research, and the use of augmented reality tools that are suitable for different age groups. The findings of this study can serve a guide for future studies in this field.
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Students are surrounded by a great network of knowledge in today’s world. Students’ previous experiences, content knowledge, cognitive, and motivational individual differences influence their construction of knowledge (Alexander et al., 1998). The success of combining real and virtual environments and making virtual statements meaningful are significant in bringing the two environments together. This makes it easier to construct knowledge (Zagoranski & Digipak, 2003). AR environments contribute to education because they contribute to the development of students’ psychomotor skills and activate more sense organs in learning by including more sensors (Hanson & Shelton, 2008). AR environments are not burdensome because virtual objects are transferred to the real environment (Woods et al., 2004): they help individuals increase their personal experience because they enable participants to become practitioners (Matsumoto, 2009; Müller et al., 2007; Müller & Ferreira, 2004).

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