‘Augmented reality’ helps kids learn

By Laura Devaney

A pretty exciting prospect for mobile learning.
In terms of place-dependent : “”Augmented reality” is an environment in which virtual images have been layered on top of those in the real world. In other words, augmented reality is the ability to use a computer program to superimpose a layer of virtual characters or other sensory information onto any location. Augmented reality uses global positioning system (GPS) technology to track a person’s movement, and when that person reaches a designated point, he or she is confronted with a computer-generated image or situation pertaining to the scenario.”.

“A sample HARP activity, dubbed “Alien Contact,” assumes that aliens have landed on Earth, and students must work through math and literacy problems to figure out why the aliens have landed. Students use GPS-enabled handheld computers and form theories based on evidence they collect at certain GPS “hot spots.” As students get within 20 to 30 feet of each designated hot spot, they can complete the assigned activity.” In my own context I can see a use for geological fieldwork. For example being able to download and superimpose information at a particular outcrop. The social network aspect, in terms of being able to access what other students / learners have to say about the outcrop adds a further dimension. Does anyone else have any other applications for use?

The article goes on to separate augmented reality in 2 domains: place-independent and place-dependent:

“One application of augmented reality that already exists is “based on a Revolutionary War battlefield–and you actually see the distances and the topography during the activity,….”. But the issue is that you need to travel to the actual location.

Whereas place-independent : “Alien Contact!” is played on a Dell Axim handheld computer and uses GPS technology to correlate the students’ real-world location with their virtual location in the game’s digital world. As the students move around a physical location, such as their school playground or sports field, a map on their handheld computer displays digital objects and virtual people who exist in an augmented-reality world superimposed on real space. Students are presented with the following scenario: Aliens have landed on Earth and seem to be preparing for one of several possible actions, including peaceful contact, invasion, plundering, or simply returning to their home planet. Working in teams of four, the students must explore the augmented-reality world, “interviewing” virtual characters, collecting digital items, and solving math and literacy puzzles to figure out what the aliens are planning.”.

And in terms of the future: “”Imagine another scenario with a beached whale, where students will take on the role of scientists and use real scientific data. Eventually, we want a teacher to be able to embed his or her own content or simulations.“”.

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