3_Theoretical_Foundations

=Theoretical Foundations of Augmented Reality=

Learning theory provides a firm theoretical foundation for using augmented reality as a part of any course curriculum. Augmented reality fits well into an online course or a traditional brick and mortar classroom. How students acquire information, create meaning of that information, and evolve with the learning experience is supported through augmented reality. Students are able to assume rolls and reside within the lesson making decisions and interacting with circumstances that would otherwise be impossible to create without the virtual element included in the scenario.

Augmented reality provides an environment that is consistent with a constructivist model of learning. Students are able to actively participate in the learning experience and create meaning of the material being presented. Johnson (2009) says that constructivism is student-centered, interactive, and based on a central meaning that is related to student interest. Augmented reality experiences are not only student centered and interesting, but it provides an opportunity to live out situations that have the impact of authentic situations along with other students who are participating. The constructivist model for learning supports the use of activities that engage students collaboratively and allows those students to interact with the learning material as experienced in augmented reality. Garrison (2011) identifies the two purposes of education as constructing meaning from personal experiences and refining the constructed meaning through interaction with peers. Augmented reality provides opportunities for students to actively participate and interact with others in the virtual world.

According to Dunleavy, Dede, and Mitchell (2008) “A student’s engagement and identity as a learner is shaped by his or her collaborative participation in communities and groups, as well as the practices and beliefs of these communities” (p 9). Students utilizing augmented reality have the opportunity to shape their learning identity while experimenting with other possible identities. Dunleavy, Dede, and Mitchell (2008) go on to say that the virtual identities created can intersect with users’ real world identities and help to transform identities to match the virtual world. Students can learn and experience a positive impact in other real world academic environments.

Augmented reality provides information through various sensory channels. This could benefit students learning new material or reviewing material previously learned. According to Clark and Mayer (2011) the cognitive theory of multimedia learning explains that people process information through a visual channel and an auditory channel. Sending too much information through one channel can overload the student and learning may not take place. Augmented reality combines visual, auditory, and touch to create activities. Having more senses involved provides several inlets through which students can acquire information. Students are able to mentally and physically engage in an activity with a constant stream of information flowing in a way such that the learning channels are not overloaded. Augmented reality provides a good structure for learning.