The learners’ efforts to coordinate different sources of information in support of a claim.
Published in Chapter:
Augmented Reality in Informal Learning Settings: Leveraging Technology for the Love of History
Eric G. Poitras (University of Utah, USA), Jason M. Harley (University of Alberta, Canada), Timothy Compeau (Brock University, Canada), Kevin Kee (University of Ottawa, Canada), and Susanne P. Lajoie (McGill University, Canada)
Copyright: © 2017
|Pages: 22
DOI: 10.4018/978-1-5225-0513-6.ch013
Abstract
Cultural heritage sites and museums are faced with an important challenge – how best to balance the needs of engaging visitors in meaningful and entertaining experiences, while at the same time exploiting the affordances of exhibits for instructional purposes. In this chapter, we examine the use of augmented reality in the context of informal learning environments, and how this type of technology can be used as a means to enhance learning about history. The research case studies are reviewed in terms of the use of historical locations, experience mechanics, narrative/plot, and role-playing (the later two representing game-based elements) in the design guidelines of instructional activities and applications (Dunleavy & Dede, 2014). In doing so, we critique the theoretical, methodological, and instructional underpinnings of studies that evaluate augmented reality applications and draw several recommendations for future research in this field.