Lesson 2.3: Applications of AR in real life and education

In the previous lessons, we have explored the use of Augmented Reality (AR) in applications that one can encounter in every day life. In this lesson, we will explore the more specific applications of AR in education. In Unit 1, we discussed the advantages of using XR in education. Klopfer and Sheldon (2010, pp 86) aptly summed it up in this statement "The power in AR, which sets it apart from traditional curricula and even from purely virtual learning environments, lies in truly augmenting the physical landscape, using digital technologies to enable students to see the world around them in new ways and engage with realistic issues in a context with which the students are already connected".

AR apps are powerful learning tools that boost engagement and motivation across subject areas by providing opportunities to:

Spark engagement through movement and lifelike exploration
Visualize and experiment with abstract concepts
Go deeper into hidden layers and systems

Interact with resources otherwise not available

Let's look at specific examples of AR applications in various disciplines in higher education

Life Sciences

HoloAnatomy for the study of Anatomy without cadavers and physical 3D models: The software is developed by Case Western Reserve University and is used with the Microsoft HoloLens 2 headset and app. Students can work on the digital 3D models together in a lab, or they can place the digital 3D model wherever they might be, and study on their own space and time in a live remote synchronous or asynchronous class. Several studies have been conducted to investigate the relative learning outcomes from the use of HoloAnatomy vs the standard cadaveric study. Results show no statistical difference between the attainment of learning outcomes from both methods (Stojanovska, 2020). In another study with 185 medical students, while the learning outcomes were equivalent, student attitudes towards the use of AR for learning was also shown to be overwhelmingly positive. 81% of the students reported that the remote anatomy sessions were equivalent to or better than the in-person class; 58% students preferred remote delivery to in-person classes, and 84% reported believing that students can effectively learn human anatomy using this remote MR application (Wish-Baratz S, 2020).

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3D4 Medical by Elsevier and Dissection master XR are other similar apps that allow the learner to explore the human body from the inside out with the use of AR. To get a review of the many anatomy apps that are in the market, here is a review article with the Top Ten: https://www.the-next-tech.com/health/best-anatomy-apps-for-medical-students/

There are several virtual dissection apps that have helped to provide a humane alternative to animal dissections to study frog and rat anatomy. Most notable is the Punflay app. Watch the video below to see how it works. In a study of student perception of using live vs virtual dissection (Franklin 2002), results were mixed; students preferred the real experience and the ability to engage with the "real thing", although were not in favor of killing an animal to accomplish the lesson. It would appear that using a virtual dissection can be useful when used in conjunction with the opportunity to experience the real creature.

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Language Learning

There is a glut of language learning apps in the market. Use of AR in these apps consists of mostly marker based digital content, where the user can point the mobile phone camera at an object and get information in the other language about it as well as other contextual information that could help to enhance the learning and improve retention. Most of these are used for vocabulary learning. For conversational skills and building the cultural context, VR technology is the more appropriate tool in language learning, as it allows the user to be fully immersed in the foreign language environment.

Mathematics

GeoGebra app here is a video showing the 3D visualizations in the GeoGebra app

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- allows students to create 3D models of geometrical figures, manipulate the parameters to see the changes, "walk around" the shapes in 3D to visualize them better.

A meta analysis of studies related to the effectiveness of AR in mathematics education (Palanci, et al 2021) showed that AR technology was most useful in teaching mathematical concepts that had a spatial component, ie geometry and probability.

Virtual Labs (Physics, Chemistry, Engineering)

Perhaps the most logical application of AR in education is in digitizing the laboratory experience. Maintaining physical lab spaces with the expensive equipment that can be accessed easily by students and used in a safe manner has always been a challenge for colleges and schools, and a major barrier to online or remote education in these fields. Similar to the applications in life sciences, virtual labs in other STEM fields are being used successfully, and the applications continue to evolve.

Chemistry lab using Ryerson Augmented Learning Experience (RALE) Platform at Ryerson University: In Fall 2020, Ryerson University launched a remote learning solution that offers at-home science lessons in augmented reality RALE. powered by NexTech AR Solutions’ InfernoAR technology. RALE has virtual lab experiments and assessments and supports live classes and on-demand video tutorials. It allows teachers to create "CSI-like investigations that teach students certain processes, as well as the different pieces of lab equipment".

Here is a demo of the Chemistry cubes in which atoms and molecules "come to life" when viewed in AR

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An excellent video showing AR simulations for chemistry and physics labs (electromagnetics, gravity, etc) is below

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And below is an example of an AR enhanced text book

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Computer Programming

Studies are showing that AR platforms can be great tools for students to learn coding. There is currently a lack of high quality AR content that can be used for teaching. this presents a good opportunity for students to develop or modify AR apps and software to meet the educational needs. These types of projects can be deeply engaging for students as they see their creations come to life. In this study, Nathan et al (2019) compare the task completion times and the user experience in coding between head mounted AR system, a mobile AR system and the regular 2D system. Results show better performance and better user experience with the AR enabled coding platforms compared to the 2D platform. Ten et al ( 2017) state that since programming for three-dimensional (3D) applications requires visualizing and understanding the spatial relationship of 3D objects, it can be too complex and abstract for novice programmers. An(AR)-enhanced learning system that offers visual representation and interactivity to help students learn programming for 3D applications can help to improve visualization, thus making the coding task easier and more rewarding. In a study conducted by the authors in which they compared both an AR-enhanced version and an ordinary version, they report that students had better learning efficiency with the AR-enhanced version, and students also reported better perception, system usability and flow experience. https://edtechmagazine.com/k12/article/2019/02/k-12-teachers-use-virtual-and-augmented-reality-platforms-teach-coding-perfcon

Astronomy

Astronomy is another discipline in which visualization and spatial fidelity can be challenging to accomplish by using standard 2D tools. Several apps have been developed for astronomers to explore the sky and the space. TeachAstronomy.org https://www.teachastronomy.org/ is a comprehensive website with resources for educators who wish to use AR in teaching astronomy in K-12 as well as higher education.

One of them is the Dynamic Deep Sky https://www.dynamicdeepsky.com/

" This video shows how Skyview- an educational stargazing app- works.

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[1] This article reviews the leading AR apps for astronomy currently in the market.

Source 9 Amazing Uses for VR and AR in College Classrooms -- Campus Technology

History

Museums around the world have adopted Augmented Reality as a way to bring their exhibits and their stories to life. AR enhanced exhibits can show 3D models, historical timelines, videos, 3 D renderings, and interactive tools for the visitor quickly and easily on their mobile phones. Watch a demo of the AR app showing Natural History Drawings at National Museum of Singapore.

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and at the Tokyo National Museum, users can wear the Microsoft HOlolens headset to see centuries old artifacts in their natural habitats.

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link to lesson 2.2 Lesson 2.2: Details of AR Technology

Assessment and Reflection

Did you find an application or a use case that could be relevant to your discipline? As you explored these examples, how are you feeling about using AR in your teaching?

Ready to dig in?
Overwhelmed?
Curious and Interested?
Apathetic?

Go back to the Jamboard page 2, and write down your concerns or forseeable challenges with using AR in your teaching.

Navigation links

NEXT: Lesson 2.4: Challenges of Using AR Technology in Education

⇐Lesson 2.1: Why Focus on Augmented Reality (AR)?

⇐Lesson 2.2: Details of AR Technology

⇐ Mini- Course Home Page

⇐ Unit 1: Introduction to Extended Reality (XR)

References

Franklin, Sue & Peat, Mary & Lewis, Alison. (2002). Traditional versus computer-based dissections in enhancing learning in a tertiary setting: A student perspective. Journal of Biological Education - J BIOL EDUC. 36. 124-129. 10.1080/00219266.2002.9655817.

Nathan Dass, Joonyoung Kim, Sam Ford, Sudeep Agarwal, and Duen Horng (Polo) Chau. 2018. Augmenting Coding: Augmented Reality for Learning Programming. In Proceedings of the Sixth International Symposium of Chinese CHI (ChineseCHI '18). Association for Computing Machinery, New York, NY, USA, 156–159. https://doi.org/10.1145/3202667.3202695

Odeh, Salaheddin & Abushanab, Shatha & Anabtawi, Mahasen & Hodrob, Rami. (2012). Augmented Reality Internet Labs Versus Hands-On and Virtual Labs: A Comparative Study. 2012 International Conference on Interactive Mobile and Computer Aided Learning, IMCL 2012. 10.1109/IMCL.2012.6396444.

Palanci, Abdulkadir & Turan, Zeynep. (2021). How Does the Use of the Augmented Reality Technology in Mathematics Education Affect Learning Processes?: A Systematic Review. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi. 11. 89-110. 10.31704/ijocis.2021.005.

Stojanovska, M., Tingle, G., Tan, L. et al. Mixed Reality Anatomy Using Microsoft HoloLens and Cadaveric Dissection: A Comparative Effectiveness Study. Med.Sci.Educ. 30, 173–178 (2020). https://doi.org/10.1007/s40670-019-00834-x

Teng, C.-H., Chen, J.-Y., & Chen, Z.-H. (2018). Impact of Augmented Reality on Programming Language Learning: Efficiency and Perception. Journal of Educational Computing Research, 56(2), 254–271. https://doi.org/10.1177/0735633117706109

Wish-Baratz S, Crofton AR, Gutierrez J, Henninger E, Griswold MA. Assessment of Mixed-Reality Technology Use in Remote Online Anatomy Education. JAMA Netw Open. 2020 Sep 1;3(9):e2016271. doi: 10.1001/jamanetworkopen.2020.16271. PMID: 32940677; PMCID: PMC7499123.