In my experience as a Danish researcher and game/learning designer, most applications of these kinds of mobile/on-location learning technologies are based on public subsidy of some kind; both for design and use. Schools themselves simply do not have the finances to purchase anything out of the ordinary, so applications have to be made more or less freely available online or on locations such as museums or nature preserves.

A big question is if these things will ever scale to a point, where entrepreneurs can make money directly off schools or kinds/parents. As it is now, designs are usually tied to a very specific place or project, which means that they are hard to transfer beyond a very limited use context and thus source of revenue.

Further, sustaining interactive learning elements in places requires some kind of ownership and prolonged infrastructure agreement, which means that several of the examples I have studied were launched under great fanfare, but were then left to stagnate due to dwindling (or nonexistent) marketing budgets and technical/human support.

The Games and Impact center at ASU are currently studying financial models for game based learning. It is completely different, but still somewhat the same.

I too would be very interested to hear of other cases from countries where education, museums and nature areas are not as heavily based on government funding as in Denmark. 

You ask about "commercial applications" of publicly-funded or subsidised research. In a classroom context, the nearest I have seen to your query is Tinkerlamp (http://dl.acm.org/citation.cfm?id=2413603&CFID=403298935&CFTOKEN=98165444). Looking beyond the classroom to higher-budget areas (e.g. training blue collar workers in high added-value areas of manufacturing), there are lots of augmented reality products at the test-market phase, some of which could be described as digital augmentation (e.g. displaying animated diagrams on head-up displays). Some of the companies are not far from you.

A general comment: it is rare to see fully-charged-for products and services being launched during a research project, for such reasons as needing to comply with rules on illegal state aid. And after that public funding ceases, the researchers tend to move on to new research projects. R&D does get exploited but usually by other people than the original researchers. To reach the market with polished products and services can take years (to find sufficient funding to "cross the chasm"); further years may be needed to become sufficiently profitable to attract further investors and developers and to build a commercial user base. In those respects, R&D in digital augmentation and tangible interaction in learning environments is similar to other new technologies and practices: multiple criteria must be met to cross the chasm. For example, if a company wants to introduce "commercial" products into a school district, they will need to find a sponsor of change who is more powerful than the sponsors of the status quo; the implementors of change must know what to do to bring about the desired change; the total resources available must be larger than the sum of the appropriation costs and the recurrent costs; stakeholders must be clear on what they are expected to do, what the eventual benefits will look like, and how to minimise unwanted negative effects (e.g. the impact on other parts of the system, such as diverting resources from other areas of a school's work, to pay for the innovation); etc, etc. Even so, this is an area of great flux: for example there are rapid improvements in the costs and functions of the available hardware, which are making early R&D irrelevant and also reducing overall barriers to adoption.

The whole idea of commercialized application lies on context and understanding.In my country ,Nigeria,there are no restrictions on any better way of teaching and learning as long as it takes care of the negative aspect or implications.We have some voluntary organizations offering to assist schools and college teachers in finding excellent ways of  enhancing learning.Recently a company  produced TABS that secondary schol students can use and they commercialised the procurement of such,in a way that makes the reach wider.These are digital days and IT is the in-thing,so wether we call it commercialisation or  new-paradigm -friendly,let schools and colleges  find a better way of enhancing teaching & learning for greater development.As the world is changing ,It is helping the people follow the trend in development..so call it commercialisation,digital augumentation,or tangible interaction,the bottom line is enhancing TEACHING & LEARNING,and R&D.: where the financial implication can be taken care of.