1 Chapter 1 – Using enriched reality technology in the K12 classroom
Katelyn Brewster
Alex Segbers
Jiarui Xie
Introduction (Alex)
Enriched technology devices can be used to improve the quality of education. Some often think of technology in schools as replacements for certain things in the classroom. For example, smart boards replacing whiteboards. However, enriched technology such as AR and VR devices are not meant to replace what happens in traditional classrooms, but enhance the instruction that goes on in them. AR, augmented reality, is technology that captures what is happening in front of the user (i.e. a camera), and also adds in digital objects to what the viewer is seeing on screen. VR, virtual reality, is technology that portrays an entirely digital environment for the user to explore on screen.
This chapter will aim to answer: Should AR and VR technology be implemented into the K-12 classroom? Also, if the answer is yes, how can educators implement this technology successfully? To answer the first question, this chapter will dive deeply into the use of AR and VR in the K-12 classroom and the pros and cons that come from it. This chapter will discuss how various AR and VR tools can be used in the classroom to support students in their learning. Specifically, readers will learn how to use these tools within different core subjects such as science, math, and language arts. Readers will also be given detailed guides based on years of research for implementing AR and VR tools into their own classrooms. To encompass the basis of determining whether AR and VR use in the classroom is worthwhile, this chapter will explain the effects of using them as well as the factors that influence their uses.
The section about Using AR in the K12 Classroom (excluding the subsection of Steps to Implement AR in the K12 Classroom) are created and written by Katelynn Brewster. She uses a more informal tone as if she is having a more relaxed conversation with other k12 educators. Ms. Brewster currently teaches in a sixth-grade math and science classroom in Columbus, Ohio.
The section of Using VR in the K12 Classroom (excluding the subsection of Steps to Implement VR in the K12 Classroom) is created by Jiarui Xie. In this section, she uses a more formal and academic voice to present the content. Xie is a Ph.D. student in Learning Technologies at The Ohio State University.
The sections regarding the steps to implementing AR and VR technology into the classroom as well as the pros and cons sections are written by Alex Segbers. He uses a formal style of writing. Segbers is a K-8 Technology teacher and coordinator for the Columbus Diocese.
Using AR in the K12 Classroom
Within this section we will look at what augmented reality in the K12 classroom looks like. I begin by looking at the overall history of AR, highlighting a few key events and then focusing in on the history of augmented reality in K12 classrooms. Then I move into the various AR tools that are available to use today. As I move through the rest of this section I take a brief look at some examples of AR in the different disciplines, specifically math, science and the steps needed to implement AR into a classroom. I round out this section by analyzing the effects this technology has on students’ as well as look at the influencing factors that have an impact on the use of this technology in the K12 sector.
The History of AR in the K12 Classroom (Katelynn)
In this section I will briefly highlight several events in the history of augmented reality. I start with some general events and work my way into highlighting some specific events that had an impact on augmented reality in the education field.
The first augmented reality system: 1968
It is accepted throughout the technology field that AR first showed up on the scene in 1968. “Ivan Sutherland, along with several computer science students created the first AR system at the University of Utah (Blippar, 2018).
The term augmented reality was coined: 1990
We cannot talk about augmented reality without talking about the roots of the actual words. Prior to 1990 the words augmented reality were not used as they are today in the technology field. We have two former Boeing engineers to thank for that, David Mizell and Tom Caudell (Blippar, 2018).
Now I will briefly highlight some major milestones that are important in the use of augmented reality in K12 education. In the image below I have highlighted some key events that have had a major impact on the use of Augmented reality in education.
Picture credit: https://medium.com/@argoproject/a-brief-history-of-augmented-reality-infographic-af040a4fd86f
ARtoolkit becomes available: 2000
Hirokazu Kato and Mark Billinghurst are who we have to thank for this “library” of AR software. This library was made as an open-source resource so it can truly be used by anyone. Many professionals today still use a lot of this software today when creating augmented reality applications.
Augmented Reality starts being used for commercial purposes: 2008
This was one of the firs times that augmented reality showed up in the mainstream. It really brought AR out into the eye of the public. This of course increased interest in the technology and eventually would trickle down in the education sector. Below is a behind the scenes video of the BMW ad. At the end of the video, you can see the actual example of the advertisement.
FLARToolkit created: 2009
This is one of the biggest events that impacted the use of AR in the classroom. FlARTtoolkit, according to ARToolworks, “is the Flash Actionscript (v3) version of ARToolKit which can be used to quickly develop web-based AR experiences” (ARToolworks, 2022). This framework is what made it possible for developers to create web-based augmented reality programs. These web-based augmented reality programs are what are used in a lot of classrooms today.
ARkit and ARcore announced/launched: 2017
The event above dealt with web-based augmented reality, but these two frameworks deal with app-based augmented reality. ARkit was developed by Apple and ARcore was developed by Google. It is these frameworks that helped make app-based augmented reality popular and increase in use.
AR Tools (Katelynn)
As an educator it may seem as though every year there is a new technological advance that is being touted as the newest tool to help solve all of our problems. While I don’t know if I actually believe there is an end-all-be-all tool to fix education, I do think there are some amazing AR tools out there that can help create more effective classroom environments. In the beginning of this section, we will discuss what the differences in web based and mobile based augmented reality is and then really look at what is out there in the market today.
Web based AR is exactly as it sounds; it is augmented reality that is based through a web browser instead of a downloadable application (WebAR, 2021). The first major feature of web-based AR is the idea that it can be accessed through a web browser instead of having to download an application and/or software. This may look like putting a QR code on a handout that students can scan and open it up and it leads them directly to a website that has the augmented reality right there. Below is a video that highlights the use of web-based AR. This video is not related to k12 education, but the ideas are easily applicable to the classroom.
App based AR is also exactly as it sounds; it is augmented reality that is downloadable through an application on a tablet, personal computer, or even a cell phone (WebAR, 2021). App based AR has seen a rise in popularity as we now see that a majority of students have some sort of personal technology device such as a cell phone or even a tablet. These types of applications are created by developers and are dependent on what type of mobile device you have.
For instance, for those who use apple products (MacBook, iphone, ipad, etc.), developers use what is called ARkit. This is a framework that developers use to create the AR applications themselves. Features of this framework include aspects, “such as light estimation, image tracking, and motion capture.” You do have to pay $99 to get this framework to create your own AR applications (WebAR, 2021).
If you use phones or tablets that are created by Google or Even android the framework used is ARcore. There are some similarities with ARtoolkit, but what sticks out as major differences is that this framework is free for anyone to use to create their applications as well as you can use to create an application on an Android phone or a google phone (WebAR, 2021).
As we continue our investigation into web-based and app-based, I am going to highlight an example of each kind of augmented reality.
CoSpacesEDU
This example augmented reality is both web-based and app-based. Below is a link that you can click on that will lead you directly to the web-based side of this example. What is great about this example is that it is very versatile. It allows students to create their own augmented reality, but it also allows you to assign teacher-created augmented reality to individual and/or groups of students. You can also create a template that you share with students, and then they can individualize it based on your set of directions. Below are several images from web-based examples created by teachers on CoSpacesEDU.
- A Roman house. Students interacting with the AR, highlighting what type of room it is.
- Another Roman room. Students can click on the question mark to learn more.
- An Australian scence.
- Another view of the Autstralian scene.
- A firefighting scene where students can interact with the characters.
- A view of the building that is on fire in this interactive creation.
The Merge Cube
The merge cube is an app-based example of augmented reality. The way the cube works is you download the app which is available for iOS and Android. Once you have the app downloaded you can then use the merge object viewer and/or merge explorer to view images and simulations. You point your camera at the cube and the augmented reality image/simulation will show up. What is interesting about this cube is that it is compatible with other apps and items you create in these apps, can also be viewed with the merge cube. Below is a video, created by the makers of the Merge Cube, that explains how to use it as well as gives you a look into what the cube actually looks like.
AR in Different Disciplines (Katelynn)
We have now explored the differences and similarities between web-based and app-based augmented reality. Now I want to share some ways in which augmented reality can be used in within different disciplines in education. There are so many different disciplines within the education realm. There is not enough time and space to cover every single discipline, so for the sake of time I present information for two different disciplines: science and social studies. Before I break down each discipline, the video below gives some brief examples of how AR can be used in different disciplines within the K12 education world.
Science
There are so many different categories that could be taught within science including earth, life, and physical science. Again there is not enough time or space to review all of these different types of science so my focus in this section is going to be life science. Life science focuses on variety of topics but what I want to highlight is the idea of studying cells, both plant and animal.
Many of the life science common core standards focus on the idea of students being able to identify and describe the cells that make up the human body. In the past students would use microscopes to look at cells from living things, but now with the use of augmented reality they can get an even closer look at a cell.
In the video below presented by Nara XR you will see that the man is using an application to scan a card and an augmented reality model of cells and the organelles inside them pops up on the tablet. You also will notice that he can manipulate the image on his screen by moving the card on his desk around as well as zooming in on his tablet screen.
Social Studies
In the section above we looked at the implementation of augmented reality in science. Now, we are going to look at how augmented reality can enhance a social studies classroom. Personally, as a student I have always found history class less engaging than other classes mostly because it focuses on aspects of the past such as historic events and people.
With augmented reality, history comes to life. Augmented reality allows teachers and students to study historic events and people up close and personal.
In the video below I have highlighted a great example of augmented reality that could be used in a social studies classroom. The video highlights a specific product where students have a board and a tablet that allows them to investigate and interact with the events and people involved with the Alamo.
Steps to Implement AR in the K12 Classroom (Alex)
First, to understand what one needs to do to implement AR apps into their classroom, one needs to understand how AR apps work in general. Most AR apps can run on any device that has a camera, such as a smartphone or laptop. To create AR content, devices such as cameras, GPS, and/or gyroscopes are used to capture visuals from the real world. These devices then send these visuals to the AR hardware.
Virtual objects are added to the real world for the user to see in the AR device. In Marker-Based Input AR, devices take an image from the real world and add digital objects to it. In Location-Based Input AR, devices capture real world locations through GPS instead, and digital objects are added similarly to Marker-Based Input AR.
The first step to creating and implementing AR content into one’s classroom is choosing a tool to develop AR content. One can search the web for dozens of AR content creating options, and several examples are provided in the table below. However, the most popular and intuitive tool is Amazon Sumerian.
AR Tool | Skills Necessary | Difficulty to learn |
AR Toolkit | C and C++ coding | High |
ARCore | Kotlin/Java coding | High |
Augmania | Basic computer knowledge | Low |
Plugxr | Basic computer knowledge | Low |
One does not need to have programming skills in order to use Sumerian, and this program works with all AR/VR platforms. Sumerian is the easiest place to go for educators that want to create 3D objects for an AR space. Amazon has made its own tutorial for Sumerian that one can access at the link here. At this link, one can also view sample Sumerian AR content.
Amazon Sumerian, a platform for building AR, VR and 3D apps, is now open to all
If you are more interested in creating AR games for your classroom using your coding skills, you can do so with a combination of the tools Vuforia Studios and Unity. Vuforia Studios is similar to Sumerian in that it is used for creating AR content. Tutorials for it can be accessed here.
The video above introduces Vuforia.
Unity is a comprehensive game develop tool where you can create 3D games. Unity has an interface to learn all on its own. A tutorial for that is available here. Keep in mind, to use Unity successfully, background experience using C# coding is required. However, using Unity in combination with Vuforia will provide you much more versatility and creativity than Sumerian (Davies, 2021).
This video above provides a brief introduction to Unity.
Effects of Using AR in the K12 Classroom (Katelynn)
Within this section the focus will be on how does AR affect both student learning and motivation. Within this section data will be discussed that outlines what impact (positive and/or negative) augmented reality is having on the students in these K12 classrooms. This section will be broken down into the impact on motivation and then also the impact on learning.
photo credit: https://online.maryville.edu/blog/augmented-reality-in-education/#benefits
Augmented reality in education has seen a surge in popularity in recent years, especially with the changes that have occurred with the COVID-19 pandemic. As augmented reality becomes more main stream in our K12 classrooms, we are seeing more research done on what the affects this type of technology have. Below I break down the research and give an overview to what affects augmented reality is having on students.
Motivation
As a current middle school educator, I can attest to the fact that sometimes lessons don’t go as planned, and a lesson we think would spark student interest just kind of falls flat. Research on augmented reality indicates that it has a positive impact on the motivation of students. Radu states, “users report feeling higher satisfaction, having more fun, and being more willing to repeat the AR experience. Interestingly, user motivation remains significantly higher for the AR systems (vs. the non-AR alternative) even when the AR experience is deemed more difficult to use than the non-AR alternative (Radu, 2014). In his paper Radu, goes on to cite several other papers which aligned with the idea that students are more interested when using AR which in turn shows an increase in their motivation.
Kaufman in his research also indicated that students who were able to use AR vs. PC CAD programs reported that they were more interested and motivated using the AR then the PC version (Radu, 2014). The research is there to say that students are more interested in AR and the experiences it creates and in turn become more motivated to learn the content.
Chang, Wu, and Hsu (2013) created a mobile AR experience that was based on inquiry tasks (Radu, 2014). The experience involved approximately 57 fourth graders and they learned more about aquatic animals and plants. The results reported that learners reported more confidence and engagement in comparison with the control group who used zero technology.
Collaboration
Another positive effect that augmented reality has is the collaboration between students. Collaborative learning and augmented reality, at times, go hand-in-hand. Many researchers have indicated that AR has had a positive effect on the collaboration between peers. Radu sited the research done by Morrison et al and stated, “Morrison et all observed students navigating a neighborhood using either an AR map (i.e., a mobile device displaying AR content on a paper map) or a digital map (i.e., a mobile device showing a digital map based on GPS location). In the AR group, the student collaboration was determined to be more effective—using the AR application, they created a shared space where team members could collaborate and create shared meanings, as opposed to the more individual experience of a student using a GPS mapping application (Radu, 2014).
Within the handbook of research on k-12 online and blended learning second edition, they cite several studies including one done by Kamarainen etl., 2013 titled EcoMobile. Results of this study “pointed to a positive impact on learning and cooperation between peers.” (Radu, 2014). The research is clear that when augmented reality is used within the classroom, not only do students become motivated, but they report that they have seen an increase in collaboration with their peers.
In the video below provided by TedX goes into even more detail about how augmented reality could change how our students learn and the presenter even shows an example augmented reality involving the international Space Station.
Influencing Factors (Katelynn)
Like many other pieces of technology augmented reality has been hyped up and many claims about its effectiveness and its ability to fix the education system. Again like all other technology there seems to be certain factors that prevent it from being used with fidelity in our k12 classrooms. Below I have broken down some of these factors.
Pedagogy
A major downfall for augmented reality is the idea of finding the balance between the technology and the pedagogy. “While AR can provide engagement in teaching and learning process, it also raises many pedagogical issues. Among criticism of AR is that the focus of the learning process is highly determined by the AR tools’ strength and weaknesses instead of pedagogy (Denk et al., 2007)” (Dalim et al., 2017). Again, this goes back to the idea that the focus cannot just be on the technology but there needs to be a bridge between the technology and the content. When does it become more about the technology and less about the content?
Student Backgrounds
Again this is another factor that is common place in the field of education. As teachers how many times have we heard that we need to make sure we get to know our students on a personal level: What is going on at home? What skills do they bring to the classroom? What areas for growth exist? The same is true with augmented reality. In order for the technology to be effective within the classroom, we need to take into account the backgrounds of the students. Do they bring a lot of technology knowledge with them into situations where AR is being used? Are students with learning disabilities able to comprehend and understand the use of AR in learning situations/scenarios?
Dalim Et al quoted in the article, Factors Influencing the Acceptance of Augmented Reality in Education: A Review of the Literature, the idea of “Innovation Diffusion Theory (IDT) which stated that user’s personality differences can potentially influence how users form their intention to perform behaviors as stated by Rogers (2010). Through his research, Rogers revealed that: Users with higher levels of personal innovativeness are more likely to have a more favorable attitudes towards new technologies and highly innovative users are more willing to embrace new technologies into their daily routine by coping with the uncertainty of innovative technologies” (Dalim et al., 2017). I think this is key in understanding why augmented reality is not completely mainstream, yet.
Using VR in the K12 Classroom (Jiarui)
This section covers the use of VR in the K12 classroom, including the introduction to VR, the history of using VR in the education field, particularly in the K12 classroom, commonly used VR tools, the use of VR in different disciplines, the steps to implement VR, the effects of using VR, and the influencing factors of the effectiveness of using VR.
The above video talks about why we should care about virtual reality in the educational environment.
The history of VR in the K12 Classroom
Virtual Reality (VR)
Virtual Reality (VR) is no longer an unfamiliar or novel word, it is increasingly common in people’s daily life. The term Virtual Reality was proposed by Jaron Lanier in 1987, but the concept of VR was described as early as in the fiction Brave New World written by Aldous Huxley in 1932 and the fiction Pygmalion’s Spectacles written by Stanley Weinbaum in 1935 (Alfadil, 2020). After decades of development, VR is now at its peak that is being widely followed and invested in, and is believed to be able to solve many problems (Web Courseworks, 2021).
Regardless of the type of VR, its main characteristics include high-fidelity simulated environments, real-time interactions, and different levels of immersion (Barnard, 2021; Luo et al., 2021).Since VR can provide people with exciting and engaging new experiences and possibilities in many aspects, it has been used in various fields such as entertainment, medicine, military, art, education, and training (Kukulska-Hulme et al., 2021).
VR in Education
Due to the properties of VR, it is believed to be beneficial to learning by enriching the learning experience, improving motivation, and increasing engagement (Alfadil, 2020; Kukulska-Hulme et al., 2021; Liu et al., 2020; Luo et al., 2021; Psotka, 2013; Virvou & Katsionis, 2008). Therefore, the adoption of VR in the field of education is inevitable.According to a systematic review of the use of VR in education over the past two decades (Luo et al., 2021), the research on VR-based instruction in K12 and higher education is on the rise overall, and there were three peaks in 2002, 2008, and 2018, respectively.
In 2002, VR gained its first attention in academia as it was a relatively new technology in education. In 2008, due to the emergence and popularity of virtual world games such as Second Life, the research on the application of VR in education once again reached its peak. In 2018, due to the advent of commercial VR equipment, especially HMDs, VR-based instruction research reached an unprecedented peak. Accordingly, the earlier research mostly focused on non-immersive VR (desktop VR), while the recent research is increasingly focused on immersive VR.Luo et al. (2021) also found that VR was commonly used in the disciplines of health and medicine (e.g., medical training, anatomy, safety education, etc.), basic science (e.g., chemistry, geography, physics, etc.), social science (e.g., history, arts, culture, etc.), language, engineering, and mathematics. Pedagogies that were often used with VR-based instruction include problem-based learning, direct instruction, collaborative learning, and trial-and-error (Luo et al., 2021).
VR in the K12 Classroom
Compared with the widespread application of VR in higher education, there is not much research on the use of VR in K12 education, and it is mostly concentrated in elementary schools rather than middle and high schools (Luo et al., 2021). This may be because the use of VR is time-consuming, so it is not suitable or efficient for middle and high schools where academics are more intense.
In the K12 classroom, VR is most commonly used to teach basic sciences, followed by social sciences and health and medicine focusing on safety education (e.g., pedestrian safety, fire safety, life skill development, etc.) (Luo et al., 2021). Specifically, VR has the ability to embody abstract concepts (Psotka, 2013), so it is suitable for teaching basic sciences such as physics and chemistry which contain a lot of abstract concepts. Besides, VR can provide a realistic multisensory experience (Luo et al., 2021), so it is suitable for teaching social sciences such as art and history. In addition to conceptual and affective domains, VR is also fitting for teaching procedural knowledge (Luo et al., 2021), so for safety education, it is a good choice to use VR to demonstrate the fire extinguishing process.
VR Tools
Currently, there are a wide variety of VR tools, including software (e.g., mobile applications, web-based games, etc.) and hardware (e.g., headsets, handsets, etc.). In order to help readers learn about popular VR tools and help them pick the right one for them, below are the summary of some popular VR tools used in different disciplines and some relevant pictures.
Picture from Aplollo 11 VR
Picture from House of Language
Picture from HTC VIVE Pro Full Kit
Picture from KAT VR
VR in Different Disciplines
Steps to Implement VR in the K12 Classroom (Alex)
The easiest tool to use for creating VR content would be filming for it using a 360-degree camera. A 360-degree camera is the same as a regular camera, except it captures the whole sphere of view. Lots of virtual field trips use these cameras including The Smithsonian. These virtual experiences can be viewed on practically any device because they are simply interactive videos. The video below outlines what one can do to choose the right 360 camera.
https://www.threesixtycameras.com/best-cheap-360-cameras-in-2020/
In addition to the camera, one will need to choose software to edit 360 videos. Two of the most popular choices are Adobe Premiere and Sony Vegas Pro.
Edit 360 video in Adobe Premiere Pro
Of course, a lot of this can be overwhelming and require additional training, so outsourcing to another organization is an option as well. Educators can work with VR content developers to create experiences for their students. It is important to note that this can be extremely costly, but in the end the investment to AR in the classroom will be less time consuming and cheaper (Stachiw, 2021).
Effects of Using VR in the K12 Classroom
In general, using VR in the K12 classroom has been found to improve students’ motivation (Alfadil, 2020; Liu et al., 2020; Ou Yang et al., 2020; Virvou & Katsionis, 2008), especially intrinsic motivation (Psotka, 2013), to increase students’ engagement including cognitive, behavioral, emotional, and social engagement (Chien & Hwang, 2021; Innocenti et al., 2019; Luo et al., 2021; Ou Yang et al., 2020; Virvou & Katsionis, 2008), to enrich learning experiences (Innocenti et al., 2019; Liu et al., 2020; Luo et al., 2021; Ou Yang et al., 2020; Psotka, 2013), to help knowledge transfer (Innocenti et al., 2019; Luo et al., 2021; Ou Yang et al., 2020), and eventually to enhance students’ learning achievement (Chien & Hwang, 2021; Liu et al., 2020).
Influencing Factors
Pros and Cons (Alex)
Pros
In addition, “91 % of the learners strongly agreed or agreed that the learning experience benefits from the use of virtual reality. The advantages for students include the ability to participate actively in the learning process, the ability to observe independently, and the ready access to a community of learning” (Sulbaran, 2000). Many things can be done through VR and AR education that cannot be done in the traditional classroom when it comes to hands-on experiences. For instance, many virtual field trips are available online for students’ access to visit various places around the world. These virtual field trips provide experiences for students that they may never get to have in person due to money and time constraints. Here is a link below that provides online virtual field trips.
Perhaps the most important benefit that AR and VR technology can provide for classrooms is the potential they have to increase the quality of education for students. Because students can actually experience important concepts in education through VR and AR rather than studying or reading about them, what they learn will be more memorable and meaningful to them. For example, “AR has been used to enable students to study the virtual life cycle of a variety of butterflies” (Galati et al, 2019). This can be done with real butterflies, but doing so is less practical for teachers.
Cons
From the same engineering classroom study as above, “It was found that when students are given the opportunity to interact with a virtual world many students preferred not to read instructions. They preferred to interact right away without reading the instructions (general information, navigation issues, instructional objectives), so any attempt to provide text information has to be rigorously studied and weighted” (Sulbaran, 2000).
In addition, while many students may find navigating a virtual or augmented world intuitive, others may have difficulty interpreting what is real in an augmented world and what is fantasy (Galati et al, 2019). This is especially true when an augmented world is poorly designed. This can create disorientation/confusion for students. In a study described more below, most people who play VR video games stated that it can give them headaches as well (Rajan et al, 2018).
While in the long run, VR and AR technology in the classroom might be less expensive than real world experiences, the upfront cost is expensive. For example, one of the cheaper VR headsets is the Oculus Quest at $300. Add on to this the cost of laptops/computers and the upfront cost can be huge. However, the investment might be worthwhile if a large amount of physical material for experiments and hands-on learning are going to be purchased each year as alternatives to VR and AR hands-on experiences. It is important for every educator to determine if the cost for this technology is worth the plans that they have for their students (Hicks, 2021).
References
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