Augmenting Reality for Learning with Wireless Mobile Devices, Part 2
Chris Dede, Harvard University, United States ; Patrick O'Shea, Independent Consultant, United States ; Matt Dunleavy, Radford University, United States ; Eric Klopfer, Massachusetts Institute of Technology, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Augmented reality (AR) interfaces enable “ubiquitous computing” models. Students carrying mobile wireless devices through real world contexts engage with virtual information superimposed on physical landscapes (such as a tree describing its botanical characteristics or an historic photograph offering a contrast with the present scene). This type of mediated immersion infuses digital resources throughout the real world, augmenting students’ experiences and interactions. Researchers are studying how this type of immersive learning aids students’ engagement and understanding through embodied participation. The ubiquity of cellphones, even in low-income populations, makes available a powerful educational infrastructure that schools are currently ignoring. Both pre-service and in-service teachers need professional development to help them understand the opportunities and challenges of using AR, as well as the theories of learning and engagement that underlie this type of pedagogy.
Dede, C., O'Shea, P., Dunleavy, M. & Klopfer, E. (2010). Augmenting Reality for Learning with Wireless Mobile Devices, Part 2. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 1882-1884). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).