Enhancing Learning and Professional Development Outcomes Through Augmented Reality

Introduction

The way in which we teach, train, and acquire information has changed dramatically over the last several decades. Classroom settings now commonly contain technologically enhanced activities in which learners and employees are actively engaged via their laptops, computers, and/or mobile devices. Through the advancement of technology, educators and employers are now able to integrate a wider range of resources to supplement and enhance students’ and employees’ learning gains and levels of motivation and engagement. In fact, Martín-Gutiérrez and Contero (2011) suggested that augmented reality (AR) has been found to improve not only the learning process but may also result in easing the teacher’s workload. Additionally, the inclusion of AR could help to enhance learners’ levels of enthusiasm toward learning (Abdoli-Sejzi, 2015). Moreover, Abdoli-Seizi (2105) proclaimed that “AR is currently revolutionizing how we educate and learn” and that the creation of these types of learning experiences may be perceived by learners to be more interesting and satisfying (p. 3). These pedagogical changes may help to meet the unique learning preferences of digital learners who want and may even expect more technologically enhanced learning and training experiences. Indeed, Abdoli-Sejzi (2015) proclaimed that AR is a tool that can have a dramatic impact on contexts that include educational and training experiences.