Use of Augmented Reality in Mobile Devices for Educational Purposes

Background

Thanks to developments and improvements in information and communication technologies, use of technology in education has been widespread in the last decade. Many studies exist for using suitable technology in educational environments to increase students’ success (Kulik, 2003; Wenglinsky, 2006), fun, effective and active learning process (Korkmaz, 2013; Sumadio & Rambli, 2010). Many new tools and platforms exist in the educational field due to the developments in technology, such as social networks, educational blogs and wikis, web 2.0 – 3.0 tools, podcasting, interactive whiteboards, and mobile devices. As a generic term, mobile device refers to a variety of devices that allow people to access data and information from wherever they are (Bucki, 2016). Handheld and portable devices are generally called as mobile devices due to their lightness and compactness. New display, processing and storage technologies of mobile devices provided many facilities similar to high-tech personal computers (technopedia, 2016). Our daily lives have been widely affected by these mobile devices, especially in interaction, sharing, and communication with others. In recent years, mobile devices are growing in complexity and diversity, leading to providing new interaction paradigms, modalities, shapes, and purposes (de Sa & Carriço, 2010). Mobile devices have some advantages compared to laptops for using in teaching and learning (Warschauer, 2011):