PARAMETERS OF AUGMENTED REALITY AND ITS USE IN EDUCATION

Authors

  • Tomáš Jeřábek Charles University in Prague
  • Vladimír Rambousek Charles University in Prague
  • Miloš Prokýšek Charles University in Prague

DOI:

https://doi.org/10.7160/eriesj.2013.060403

Keywords:

Augmented reality, enhanced reality, mixed reality, augmented virtuality, education

Abstract

This article examines the issue of augmented reality and possibilities of its application in education. It briefly reports on selected results of a broader survey focused on technological, psychological, physiological and didactical aspects of the issue. It presumes that augmented reality has its unique place in technical teaching tools since it is a technological-perception concept, which in certain didactical situations creates more suitable perceptual environment than real environment itself on one hand, or virtual environment on the other. It focuses on identification of the technological-functional properties and specifics of augmented reality systems and on verification of model examples of augmented reality applications in school practice. It characterizes the course and results of empirical research project based on a descriptive case study exploring the cases of implementing selected application solutions of augmented reality into learning experience in accordance with the model of pro-active action research.

References

  • Azuma, R.T. (1997). ‘A Survey of Augmented Reality’. In Presence: Teleoperators and Virtual Environments 6, August 1997. [Online], Available: http://www.cs.unc.edu/~azuma/ARpresence.pdf. [2013-07-22].

  • Bajura, M. (1992). ‘Merging Virtual Objects with the Real World: Seeing  Ultrasound   Imagery   within  the  Patient’. In SIGGRAPH ’92, Computer Graphics, vol. 26, no. 2, 1992, [Online], Available: http://cs.iupui.edu/~tuceryan/pdf-repository/bajura-siggraph-92.pdf. [2013-07-12].

  • Bimber, O., Raskar, R. (2006). ‘Modern Approaches to Augmented Reality. Mitsubishi Electric Research Laboratories, [Online], Available: http://www.merl.com/papers/docs/TR2006-105.pdf [2013-10-1].

  • Botella, C. (2010). ‘Treating Cockroach Phobia With Augmented Reality’,  Behavior Therapy, vol. 41, no. 3, pp. 401‑413.

  • Bottecchia, S. (2010). Augmented Reality System for Collaborative Tele-Assistance in the Field of Maintenance through Internet’. In Augmented  Human  Conference, April 2–3,  2010,  Megève.

  • Chráska, M. (2007) Metody pedagogického výzkumu : Základy kvantitativního výzkumu, Praha: Grada Publishing, , ISBN 978-80-247-1369-4.

  • Domes, N. (2007). Entwicklung eines Augmented reality Systems fur die Schulchemie (exam work, Johannes Gutenberg University Mainz, 2007)

  • Dunleavy, M., Dede, C. (2013). ‘Augmented reality teaching and learning‘. In M.J. Bishop & J. Elen (Eds.), Handbook of Research on Educational Communications and Technology. 4th edition, vol. 2. New York: Macmillan.

  • Fuglík, V., Černochová, M. (2012). ‘Research Findings on Implementing Student Portfolios into Teacher Education’, In: In 9th International Conference on Efficiency and Responsibility in Education (ERIE 2012), Prague: Czech University of Life Sciences Prague, pp. 130-139.

  • Heim, M. (1998). ‘Virtual Realism’. New York: Oxford University Press, p. 210.

  • Hughes, C.E. (2005) ‘Mixed Reality in Education, Entertainment, and Training’, In Moving Mixed Reality into the Real World, 2005, pp. 24-30.

  • Jeřábek, T., Prokýšek, M., Rambousek, V., (2013). ‘Using augmented reality in education’. In Efficiency and Responsibility in Education 2013. Praha: Czech University of Life Sciences Prague, pp. 256 263.

  • Johnson, L. (2011). ‘The 2011 Horizon Report’. Austin, Texas: The New Media Consortium.

  • Liarokapis, F. et al (2002). ‘Multimedia Augmented Reality Interface for E-learning (MARIE)’. In World Transactions on Engineering and Technology Education, vol. 1, no. 2, pp. 173-176.

  • Milgram, P. (1994). ‘A taxonomy of mixed reality visual displays’. In IEICE Transactions on Information Systems, Vol. E77-D, no. 12 December 1994. [Online], Available: http://www.eecs.ucf.edu/~cwingrav/teaching/ids6713_sprg2010/assets/Milgram_IEICE_1994.pdf. [2013-07-19].

  • Milgram, P. (1994). ‘Augmented Reality: A class of displays on the reality-virtuality continuum’. In Telemanipulator and Telepresence Technologies, vol. 2351 Bellingham, [Online], Available: http://wiki.commres.org/pds/Project_7eNrf2010/_5.pdf. [2013-07-10].

  • Oh, K.E. et al (2011). ‘Which properties in 3D visualizations cause comprehension difficulties?’ Proceedings of the American Society for Information Science and Technology, vol. 48, no. 1, pp. 1-4.

  • Prokýšek, M., Rambousek, V. (2012). ‘Efficiency of the application of spatial visualization in instruction in relation to spatial intelligence’. In 9th International Conference on Efficiency and Responsibility in Education (ERIE 2012), Praha: Czech University of Life Sciences Prague, pp. 481-488. 

  • Roussou, M. (2010). ‘Immersive Interactive Virtual Reality and Informal Education. Proceedings of User Interfaces for All:Interactive Learning Environments for Children’. Athens, February 2000, [Online], Available: http://www.ui4all.gr/i3SD2000/Roussou.PDF. [2013-07-14].

    • Additional Files

    Published

    2013-12-31

    How to Cite

    Jeřábek, T., Rambousek, V. and Prokýšek, M. (2013) ’PARAMETERS OF AUGMENTED REALITY AND ITS USE IN EDUCATION’, Journal on Efficiency and Responsibility in Education and Science, vol. 6, no. 4, pp. 232–244. https://doi.org/10.7160/eriesj.2013.060403

    Issue

    Vol. 6 No. 4 (2013)

    Section

    Research Paper

    License

    Authors declare with this manuscript intended for publication to ERIES Journal that:

    • all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
    • all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
    • no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
    • the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
    • submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
    • experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
    • grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.

    Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.