Parameters of Augmented Reality and Its Use in Education

Abstract

This article examines the issue of augmented reality and possibilities of its application in education. It briefly reports on selected results of a broader survey focused on technological, psychological, physiological and didactical aspects of the issue. It presumes that augmented reality has its unique place in technical teaching tools since it is a technological-perception concept, which in certain didactical situations creates more suitable perceptual environment than real environment itself on one hand, or virtual environment on the other. It focuses on identification of the technological-functional properties and specifics of augmented reality systems and on verification of model examples of augmented reality applications in school practice. It characterizes the course and results of empirical research project based on a descriptive case study exploring the cases of implementing selected application solutions of augmented reality into learning experience in accordance with the model of proactive action research.

Educational Functions of Augmented Reality

“…Th e aforementioned educational intentions can be identifi ed in any educational situation. Th e case study of the applications of augmented reality in school practice at lower-secondary school (Jeřábek et al, 2013) can be taken as an example of this. We can also identify the didactic specifi cs of these applications from technological, perceptual and resultant view.…”

“…ment in which the student fi nds himself, or which infl uences him respectively. Th is technological-perceptual concept therefore comprises (a) technological, (b) perceptual, and (c) resultant aspects that refl ect the technological aspects of AR systems, perceptual characteristics of the student and the properties of the resulting augmented reality environment, as indicated in Figure 1 (Jeřábek, Prokýšek, & Rambousek, 2013). Technological aspects of AR systems largely predetermine the possibility of their use, including signifi cance and possibility of their use in education.…”

Selected Outcomes of Research of Digital Competency Development on Elementary Schools

“…The subject of research was so broken down into five problem areas focused on the: (a) characteristics of informatics learning activities, (b) content of informatics learning activities, (c) current state and concept of pupils' information technology competencies development, (d) structure of teachers' ICT competencies, and (e) implementation of information technology competencies development into learning activities and educational school environment (Štípek, Rambousek and Procházka, 2013a). The primary aim of the project was defined as the identification of the current state, structure and orientation of the development of pupils' digital, or information technology competencies in terms of building the level of their digital literacy (Štípek, Rambousek and Procházka, 2013b).…”