From Virtual to Real: A Literature Review of Augmented Reality Implementations for Informal Learning

ID: 52632 Type: Brief Paper
  1. Mark Petrovich, Mamta Shah, and Aroutis Foster, Drexel University, School of Education, GLIDE Lab, United States

Tuesday, March 27 3:40 PM-4:00 PM

Presider:
Christina Lommatsch, University of Canberra, Australia

The development of several digital technologies has enabled educators and researchers to approach learning and education from a personalized perspective. At the forefront of this technological-pedagogical development is augmented reality (AR). Though research has demonstrated AR’s implementations within formal learning environments, there is a distinct lack of research evaluating AR applications within informal learning environments. In order to address this gap in literature, this study provides a systematic review of empirical investigations involving AR applications in informal learning settings. The intent of the review was to gain insights about the nature of educational outcomes that were investigated, the claims that were made, the methodologies used, and the demographics that were involved in studies implementing AR. In total, eighteen (18) articles were examined between the time period of 2010 to 2017. Preliminary analysis has revealed several similarities between experiments within formal and informal learning environments such as expected learning outcomes, research design, and data collection methods. This review looks to expand on these overarching trends in order to answer questions regarding how AR implementations vary across formal and informal contexts.

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