Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning

Mobile Technologies for Making Meaning in Education: Using Augmented Reality to Connect Learning

Teresa L. Coffman (University of Mary Washington, USA) and Mary Beth Klinger (College of Southern Maryland, USA)
Copyright: © 2019 |Pages: 21
DOI: 10.4018/978-1-5225-8106-2.ch004

Abstract

This chapter examines the use of mobile technologies to integrate technology into the classroom environment so that students can experience real-world learning. The use of augmented reality is emphasized to enhance the learning process and provide engaging and authentic student-centered experiences. Using augmented reality, personalized learning is possible that encourages a constructivist approach and where the learning process is the main focus. Students are able to construct knowledge through augmented experiences that support the curricular content and then share this newfound knowledge with others. The use of augmented reality as a cognitive tool can connect learning and allow students to work collaboratively with deeper and higher-level meaning as a result.
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Background

Augmented reality is the process of superimposing layers of information such as text, video, and/or primary source data on top of a physical object to support or extend the object (Craig, 2013; Curcio, Dipace, & Norlund, 2016). AR is an interactive process. Whether as a user or a creator, learners are interacting with digital information as it relates to a real-world object. Through this interaction, context between what a student is learning and the object itself can create an immersive approach for students to explore the world in an authentic way (Harley, Poitras, Jarrell, Duffy, & Lajoie, 2016). At the same time, new knowledge can be integrated within the learning experience. This creates an opportunity for students to develop new information and practice essential skills in applied ways (Agarwal, Finley, Rose, & Roediger, 2017).

Augmented reality has the potential to create a student-driven design whereby students can solve content specific problems in collaboration with classmates through applied practical experiences that utilize technology to extend the learning experience (Bitter & Corral, 2014). This extension has the potential to transform learning, especially when students take an active role in designing and constructing the virtual augmented product (Bailey, 2019).

There are multiple advantages to using AR in the classroom to support learning. Augmented reality can help students learn, process, and remember information more readily. Because of its real-world component, it is also more engaging and fun.

Key Terms in this Chapter

Social Constructivism: Knowledge construction that occurs by interacting and engaging with others.

Constructivism: Meaningful learning that allows students to construct knowledge and from these experiences connect to new understandings of the world around them; provides context to their learning.

Multilayered Content: Virtual information that is overlaid on a physical object extending that object to provide an immersive experience.

Complex Cognitive Processing: The conscious and mental capabilities that a person uses to think, reason, learn, understand, and remember.

Active Learning: An immersive experience whereby students engage in the process of learning by actively participating with the content, their peers, and the digital technology.

Personalize Learning: Providing appropriate instructional tools, activities, pacing, and content that are meaningful and relevant to learner needs and interests.

Constructionism: Learning is an active process where learners use cognitive tools to create knowledge structures through the act of making artifacts.

Knowledge Construction: An active process that involves the learner personally constructing knowledge from prior knowledge and gaining new understanding from experience either individually or socially.

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