5_Uses

=Uses of Augmented Reality= Augmented reality takes virtual objects and superimposes them into the physical world and is said to, “bridge the gap between the real and the virtual in a seamless way” (Lee, 2012). Many ask how this can possibly benefit the world of education. There is a stereotype about education that would have people think that education cannot be fun and if you are having fun you are not learning (Bonk, 2009). Students today tend to be very engaged in gaming and technology (Lee, 2012). It is commonly known that when the teacher finds a way to connect the student to what they are learning, they perform better academically. When students can connect with their learning they are more engaged and take ownership of their learning as well. Augmented reality can be viewed as a new era of hands on learning.
 * In Education **

Augmented reality is still fairly new to the educational world. Many teachers are still not sure how to use it in their classrooms and many districts are still not sold on its value in the classroom. Lee (2012) points out that a lull in money from the government and the fact that little is known about augmented reality has played a great role in the limited use of it in the classroom. Augmented reality can be found on the internet and on mobile devices. These tools are useful in both K-12 environments as well as Higher Education (Lee, 2012)

Several augmented reality tools can be manipulated with movements as simple as what would be required to operate the Nintendo Wii system (Matthews, 2010). Specifically, the LearnAR tool, which was created Specialist Schools and Academies in Britain, is simply a website that requires a webcam and a series of markers. Markers are printed symbols that are recognized through the webcam and then translated through the web interface to produce 3D virtual objects. These objects can then be manipulated by the user. For example, when given the proper marker, a student can safely and scientifically explore things such as one’s internal organs or a series of chemical reactions virtually (Matthews, 2010). Using such training simulations can improve hand-eye coordination. In one study, it was found that surgeons that play video games are faster and more efficient in their work (Bonk, 2009).

When given the tools, augmented reality can be useful in various subjects such as biology astronomy, chemistry, and math and even reading. The concepts being taught can range from simple object recognition to the intricate parts of an atom or molecule. It is believed that, by giving students this technology, they can enhance their knowledge of complex ideas (Lee, 2012). Astronomy students can gather information through the use of their smartphones with the right app by simply pointing their camera into the night sky via Google’s Skymap (Lee, 2012).

In the field of Mathematics, an application called Construct3D gives students and teachers the ability to look together at a geometric shape through a head mounted display. The display shows the area as if it were laid out in front of them. Together, multiple users can work together to explore and build shapes in the virtual workspace (Lee, 2012).

The development of augmented reality books is also not out of grasp. Students and teachers can use the website, Zooburst.com, to create and read a modern version of the pop-up book. The uses of Zooburst can be beneficial to younger children to encourage creative writing and reading. In addition, older students can use it to create portfolios that can be connected with several other applications such as Photo Story and Comic Life (Raphael, 2011).

In addition to activities inside of the classroom, augmented reality tools on mobile devices can also add engaging activities to a field trip. Several applications, like Wikitude, have been developed for mobile devices. The student can have the application open, point the camera of the mobile device at a building, monument or other landmark and possibly find historic information or facts about that particular structure (Raphael, 2011)

Second Life has become a familiar name in educational technology as well. Along the lines of augmented reality, this Immersive Technology allows students and teachers who may be separated by many miles to have a common meeting place. Virtual classrooms can be set up and the social presences is added back to distance education. Many colleges and universities are using second life in conjunction with distance education as an alternative to a face-to –face meeting. Harvard, Stanford and MIT were three of the frontrunners to become involved and offer classes via Second Life (Bonk, 2009).


 * In Business **

Though augmented reality is only more recently beginning to make its debut into education, it has been far more useful in the business world. Boeing, for example, first used their version of augmented reality training through a head mounted display that would direct workers when connecting wires during aircraft construction. Also in the early 1990’s the military outfitted their helicopters with heads-up displays to aid in the location of enemies as well as friendly aircraft. Then, towards the end of the decade, University of North Carolina reduced the needs for invasive surgery through the use of augmented reality (Matthews, 2010). Augmented reality in the business world still continues to grow. Mechanics in the military can work quicker and more efficiently when time matters in the field through the use of augmented reality tools. Additionally, even car companies such as BMW are showing an interest in adopting the tools to aid in their service department as well (Lee, 2012)

Through the use of Head Mounted Displays tourists can also have a whole new experience when visiting historical sites and museums. Visitors can we the head mounted displays and view the surrounding areas. On some tours they will have an ARCHEOGUIDE (Augmented Reality based Cultural Heritage On site GUIDE) as a system to aid in their augmented tour. They will see the surroundings in a whole new way when the past is superimposed in the present. Additionally, when visiting a museum, through head mounted displays visitors may be able to view a dinosaur as it was in the past by viewing the skeletal remains that are on display (Lee, 2012).