Technology that enables interaction and coexistence of real and virtual things in the same place is known as augmented reality (AR) (Azuma, 1997). AR has the potential to improve learning environments because it allows users to perceive the real world with virtual overlays (Bower et al., 2014). As the virtual and physical worlds combine to create a new existing area, AR creates a sensation of mixed reality.
Here is an illustration of how AR could be used to teach Early Stage 1- Stage 1 pupils about the value of money. Osmo, a corporation, is the maker of this game, which is titled Pizza Co. In order to learn by doing, it gives pupils a practical experience that combines their physical world with a virtual one.
Osmo Monster is a terrific approach to demonstrate to children how augmented reality works because it is a task that is incredibly easy to participate with. This activity might be used to introduce augmented reality and multi-sensory learning.
After learning the fundamentals of augmented reality, students can construct their own WebAR experiences by creating accounts on zapworks. By creating their very own functional QR code, this programme enables children to develop their digital creativity.
Due to the fact that it has been discovered to create students' cognitive overload, AR generally necessitates additional class time, posing certain pedagogical issues. Due to potential technological issues or incorrect design choices, general stability was another difficulty while adopting AR in the classroom (Akçayr, 2017).
References:
Azuma, R. (1997). A survey of augmented reality. Presence, 6, 355–385.
Bower, Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education - cases, places and potentials. Educational Media International, 51(1), 1–15. https://doi.org/10.1080/09523987.2014.889400
Akçayır, & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
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