6_Limitations

=Limitations of Augmented Reality=

 As with any emerging technology augmented reality brings new possibilities to consider and new challenges to overcome. While augment reality provides engaging experiences for students and has been positively correlated with academic success there are some limitations to consider. When looking at the limitations of using augmented reality in education, three common areas of concern are consistent in the literature. The literature reflects a concern with student and teacher overload, the functional capabilities of the hardware and software, and a lack of social acceptance.

In the study Alien Contact conducted by the US Department of Education, MIT, and the University of Wisconsin at Madison Dell Axim X51 handheld computers using augmented reality programming and GPS technology were incorporated into a lesson teaching students math, language arts, and science. “When students come within approximately 30 feet of these digital artifacts, the augmented reality and GPS software triggers video, audio, and text files, which provide narrative, navigation and collaboration cues as well as academic challenges” (Dunleavy, Dede, and Mitchell 2009 pp10). In the study students were requires to use collaboration to solve math and literacy problems while navigating geospatially around their school. After completing the study, “students reported feeling frequently overwhelmed and confused with the amount of material and complexity of tasks they were asked to process” (Dunleavy, Dede, and Mitchell 2009 pp.17). They also experienced a lack of maintaining a sense of presences in their natural environment adding to their confusion. Culup, Mancuso, and McWhorter (2010) report a steep learning curve as another source of confusion. The other issue reported was teacher overload. The teachers reported needing additional support to implement augmented reality into their lesson. Teachers reported being overwhelmed with technical issues and maintaining student safety. Several students were in the street at various points during the activity. The loss of presence for the students coupled with teacher overload created safety concerns. During the BMW is careful in using AR in their cars because of similar issues. They are careful “not to overload the user with information while also preventing the user to overly rely on the AR system such that important cues from the environment are missed” (Van Krevelen, 2010 pp.15).

 Often learners encounter problems with hardware or the hardware will crash due to instability in the augmented reality software. A variety of technical issues also present themselves when augmented reality programming is used. “Augmented reality faces technical challenges regarding for example bin-ocular (stereo) view, high resolution, colour depth, luminance, contrast, field of view, and focus depth” (Van Krevelen, 2010 pp.14). In addition to these problems the equipment, a PC, display, batteries, etc. must be transported in a backpack if the augmented reality simulation is to be done while the student is mobile. The optical displayers in most systems do not adjust to being used in sunlight because of the brightness of sunlight as well as having contrast issues and poor depth perception (Van Krevelen, 2010 pp.15). In the Alien Contact study students often encountered GPS errors and software stability issues.  Another challenge of implementing augmented reality into classrooms is the lack of social acceptance. Social acceptance issues vary from privacy concerns to the unfashionable gloves and helmets that augmented reality participants must often wear. The devices can be uncomfortable and awkward for students as they participate in the event. Students are often frustrated when trying to use augmented reality devises. There are developers who are addressing this issue. Lin, Hsieh, Wang, Sie, and Chang (2011) developed a device for classroom use that was free of bulky components. They designed it so that the augmented reality could take place with a touch screen. However, there are other challenges that create barriers. Lack of social acceptance also stems from the fact that teachers who students usually see as experts often have a “lack of experience or difficulties in classroom use” (Chittaro, 2007 pp.13). With current augmented reality design the teachers with the best understanding of technology are unable to implement the augmented reality unit. This is largely due to the numerous GPS errors and units crashing because of the instability in software (Dunleavey, Dede, and Mitchell 2009). Because the technology is so new lesson planning is an area of concern. “As a consequence, integrating EVEs (educational virtual environments) and traditional lessons in an effective way is a very difficult task that is still under investigation” (Chittaro, 2007 pp.13). Other software related issues involve users being unable to navigate freely in the EVE. Participants often cannot get to a particular location because they get lost in their virtual environment.

 Limitations with augmented reality will be worked through as more implementation and planning replaces the unknown element of using new technology. Augmented reality is relatively new to the classroom and more research opportunities are becoming available for questions posed. Dunleavy, Dede, and Mitchell (2009) state, “At this early stage of AR research, its most significant affordance is the unique ability to create immersive hybrid learning environments that combine digital and physical objects, thereby facilitating the development process skills such as critical thinking, problem solving, and communicating utilized through interdependent collaborative exercises” (p 20). While there are many challenges to overcome there is educational value in the use and research of augmented reality use in traditional and online classrooms.