Hi Constanza! I can imagine that your question separates in two, one about VR and one about AR.

VR is subjective-spatial which makes applications about 3 spatial dimensions, or possibly also time as the fourth, as natural. Rooms, landscapes, maps, environments. I personally see VR as more limited in applications in comparison with AR. VR has a wow factor, but often shortlived outside the computer gaming world.

AR is more open for new creative applications, in many sciences I believe.

If I were you, I would try to google both VR and AR (and these spelled out) in combinations with as many school subjects and science disciplines you can think of. Do this both as regular creative googleing and in Google Scholar and databases etc. The data you find could be worth categorizing, analyzing, discussing and making a review paper about. But check first if there are fresh such papers, and if there are, start from there.

Hi Constanza! I can imagine that your question separates in two, one about VR and one about AR.

VR is subjective-spatial which makes applications about 3 spatial dimensions, or possibly also time as the fourth, as natural. Rooms, landscapes, maps, environments. I personally see VR as more limited in applications in comparison with AR. VR has a wow factor, but often shortlived outside the computer gaming world.

AR is more open for new creative applications, in many sciences I believe.

If I were you, I would try to google both VR and AR (and these spelled out) in combinations with as many school subjects and science disciplines you can think of. Do this both as regular creative googleing and in Google Scholar and databases etc. The data you find could be worth categorizing, analyzing, discussing and making a review paper about. But check first if there are fresh such papers, and if there are, start from there.

Anders Norberg Dear Anders

Many thanks for your reply. Yes you are right. I was actually reading an article about the motivational effects of novelty on the students' brain when VR is used but how that is short-lived.

My proposed title would be advantages and disadvantages of VR AND AR in education, but your reply actually inspired me to revise my title and perhaps go for something like how AR actually has more creative applications compared to the short-lived nature of VR technology in education.

Thanks again!

And yes, I will spell them out.

Hi! Don’t let me confuse you - Virtual reality and augmented reality are not areas of my deepest expertise, but for my interest.

What I personaly is critical to concerning VR is first that it has for many years been overhyped, one day a success, next day boring, and going up and down like that in interest and popularity. The second point is that I don’t like its close association with concepts as ”cyber space”, ”online world” etc trying to tell us that we still live in a traditional physical-social world but can nowadays also escape in an IT digital world with other rules and social conditions. This new techno-space is new, exciting and possibly dangerous at least for young people (older people believe). Dont spend too much time there! Etc.

This kind of dualism is natural when something is new and unfamiliar but immature and damaging in the long run. We live in a one and only world still, but it is changing, for example by information having so much less friction, and by algorithms, computer programs and robot applications processing information outside/besides human brains, something clearly new with the digital (decreasing of information friction is far from new, it is just speeded up recently).

Example: ”blended learning” should not be understood as a frequent traversing of borders between worlds (classroom/LMS) by login-logout procedures, we must reach a more integrated understanding.

Anders Norberg thanks for your reply. I understand your point of view now.

Since my thesis is for a master's degree, I need to recognise the limits of my study. I cannot cover the broader context relating to the dangers of techno-spaces for students.

However, your answer inspired me to think about how I could make a point on how on one hand, VR can seem like a truly immersive form of experiential learning, but on the other hand, one most think about what can really be defined as experiential learning and what defines the authenticity of an experience. So I can actually write my thesis from a sociological/philosophical point of view. It just cannot be all-encompassing.

Referring to the 'more integrated understanding', I guess AR offers more of a blended experience compared to VR. That is if blended learning is understood as a combination of physical-social and digitalised elements, rather than as a dual online/offline approach.

Thanks.

Dear Constanza

Please take a look about a review that we have made with my partners so as to recognize the potentials of AR in K_12 education published by Virtual Reality (Springer). Please take a look in my profile to see a draft of this paper.

Kind regards

Nikolaos

Nice discussion!

I think that there is a growing consensus that younger children should spend less time interfacing with electronics in school, though I don’t know of a study. Has anyone seen a recent study on age and electronics?

Regarding subject matter, that is a major part of what I am after as well. My work so far has led me to observe an overwhelming STEAM focus in EdTech and I want to add the remaining subjects in one big interdisciplinary ’stew’.

I do see mixed reality as the more accepted future over virtual reality. As Anders Norberg points to, the frictionless approach is best.

Bryan

Good job! Following! Congratulations! Best regards: Julia Doncheva

Hi there,

I have reviwed many articles on VR and found that its most effect is on students’ motivation. Then, I have conducted an experiement on its use in e-assessment which also supports previous literature. My recommendation is if you are writing a PhD proposal think about other possible impacts of VR on the process of teaching and learning as well as learning outcomes to add something new to this area.

All the best,

Ahmed

During some lessons it may be for a limited time, in specific situations of didactic games or the presentation of specific learning processes and topics, the teacher may allow the use of devices such as virtual reality slots and augmented reality. In addition, the teacher can also include other mobile devices such as laptops, tablets, smartphones etc. in the education process. In certain situations, these devices would play the role of teaching instruments supporting the didactic processes conducted by the teacher.

Best wishes

VR and AR and any number of computer devices could all certainly be used as teaching tools and didactic means. Perhaps if you find a way to frame your work as the coaching/guiding/apprentice model, you could make more room for constructivist/constructionist exploration by students. As you likely know, the experiential approach often leads students to request an explicit/didactic lesson when they have a need for one.

Nikolaos Pellas Thank you very much for your reply. Your papers are just what I was looking for!!!!

Bryan P. Sanders First of all, thank you very much for your replies.

Concerning the first one, I did find some studies relating to VR and its 'motion sickness' effect on children. I agree there is a growing consensus on the need to limit children's screen time. However, I believe I need to find papers with real medical/psychological proof of its consequences.

About the STEAM, I am not sure I understand. Isn't the point of STEAM education to create an interdisciplinary learning environment anyway? Why would there be a need to include the 'other' subjects in a 'stew'? Isn't the A of STEAM an overarching term anyway? Sorry, just confused.

About the second reply, I believe you meant mentioning constructivist theories would provide a strong case for advocating for the benefits of the use of AR and VR in education?

Thank you!

Ahmed Al-Azawei Thanks for your advice. So I guess you meant I should mention the effects of VR on the teaching PROCESS as well as on the PRODUCT? Motivation is certainly a positive effect. However, I was wondering whether the increased motivation is short-lived because of its novelty? I read this article on novelty and the brain... Thank you!

https://buffer.com/resources/novelty-and-the-brain-how-to-learn-more-and-improve-your-memory?utm_source=buffer&utm_medium=twitter&utm_campaign=Buffer&utm_content=bufferc8fac

Dariusz Prokopowicz Thanks for your reply!

I guess you meant AR and VR are useful when they effectively contribute to students' learning instead of using technology for technology's sake?

Hi there, Costanza Casullo -- let me clarify. :-)

Regarding STEAM: I think it is interesting that you identify the 'A' for Art as all-encompassing. In my work, I am pushing to add HAMLET to create STEAMHAMLET, thereby including History, Art (again), Music, Language, English, and Theater. I am trying to conceive of the full spectrum of what is possible in a liberal arts curriculum all together as one interdisciplinary approach that does not distinguish subject matter barriers.

Regarding constructivism: I was also replying to Dariusz Prokopowicz in the context of your larger question and trying to tug at what constructivism adds to the potential in using AR/VR. I continue to be bothered by scripted curricula, and with the proliferation of materials spread around the Internet making their way into classrooms, it has grown exponentially. The potential in using immersive technologies to combine the power of computers with the power of student inquiry is far more intriguing for me as a teacher and researcher. So, I am trying to articulate and recognize what I see as a danger to the learning process in the form of imported teaching materials and a hyper focus on predetermined outcomes.

I hope I made more sense. Looking forward to continuing the dialogue and watching your progress on the project.

Kind regards,

Bryan

Bryan P. Sanders Many thanks for clarifying.

I am trying to understand.

I believe we agree on using STEAM to adopt an interdisciplinary approach to learning.

About the second answer. Did you mean that developing learning technologies on the basis of existing content based on a scripted curricula cannot be considered a constructivist approach to learning?

Did you perhaps mean that inquiry-based learning should encourage students (and perhaps educators too) to become content creators rather than just consumers?

Are you advocating for shared original content? What if the content available on the internet has been created by the students or teachers themselves and is shared with other members of the education community, would that represent a collaborative learning approach?

Did you mean that the potential of AR/VR lies in how it facilitates original content creation?

In other words, should we use technology in education to do different things rather than the same things in a different way?

Could technology disrupt existing learning methods and lead to the formulation of new ones?

By the way, I wrote this reply assuming constructivism can be used as an overarching term for inquiry-based/student-led/collaborative learning.

I hope this is not too long. Your thoughts simply sparked my curiosity and a new way of thinking.

I enjoy this discussion a lot! :-)

You raised many interesting questions.

My first response is definitely we should seek out new relationships to learning and building knowledge with our new technologies. I am of the Dr. Seymour Papert way of thinking on that matter. Too often we use ‘new tech to do old school’ and we miss out on the potential and the possible.

As for using a constructivist mindset and method and attitude towards content, that to me is the gold standard we have not yet mastered in schools worldwide. it is very difficult to shake free from ‘predetermined learning outcomes‘ but I see that as the main problem we face. So, yes, students could be exploring content and creating curricula through their inquiry. Teachers could be coaching and guiding — remaining in perpetual formative assessment mode, until the lines are blurred between teacher and student, and the performance or application or public display of the work became the only true assessment.

Thank you for the questions. :-)

Let’s keep talking!

Remember it is not the technology itself but how the technology is used that determines its learning effectiveness

David Craven Thanks for your reply!

So if I understand well, you are explaining that it's not even about AR or VR itself, as any technology can have pedagogical benefits if used well?

As this is a master's thesis and not a Phd, I will need to limit the number of technologies I will be examining, hence the reason why I would focus on AR and VR only.

I guess as long as I explain why these technologies have the potential to enhance learning (i.e. develop established theories such as experiential and active learning) but also explain the limitations of the thesis it should be ok?

Will I need to explain why I chose AR and VR over other technologies?

Yes learning should not be driven by the technology. Rather the desired learning outcome should be clear and then the technology is selected to deliver the desired outcome. Too often in practice I watch technology driving the process. It is a tool whose effectiveness is dependent upon delivering the desired outcome. Quite often how the tool needs to be modified in the way it is used to deliver the outcome. So any technology can be effective when the way it is used is thought through carefully.

Hi Costanza,

Two things to be aware of is that there is currently very little research on the use of AR in education and VR is in its infancy. Most use of VR in education are sort of one offs - how did the VR work in this situation? What I seem to get from your initial question is that you are after something more than that. You are looking to merge VR with a curriculum. Your question seems to be what type of curriculum. Should it be a science curriculum because that is what much of the initial research is concerned with. I think though part of the reason for that is that people who have backgrounds in science are more comfortable and have great self-efficacy with the use of complex technological tools (which VR is). Also, because so much of the research involve one-offs it is easier to measure outcomes in science (students were able to learn and incorporate this) than the humanities or social sciences. This does not mean VR is better for the sciences only that it is a more natural fit for research using technology. I think you are going to have to make a decision about what exactly it is you are looking to get out of the use of AR and VR, something I think some researchers don't struggle with.

Thanks for your reply David Craven . Would you say a reason for using technology in education would then be the availability of many different multi purposeful resources that can suit the delivery of different outcomes, as well as the ability of technology to support dynamic change in the outcomes?

Thanks for your reply Michael Glassman . If I understand well, you are suggesting that given that VR is in its infancy and its adoption is not widespread, especially in the education industry (you are right, I have checked some key statistics), scientific subjects best suit the measurements of its effectiveness as a one-off activity, and science professionals are more likely to be early adopters given their expertise.

What I am trying to discuss in my thesis is the added educational value of AR and VR and I am therefore questioning whether this added value only applies to specific subject areas. Your answer to my dilemma actually generated more useful questioning relating to the actual reasons why the added value of VR only applies to certain learning domains. I now understood that these reasons are sometimes more practical than pedagogical.

One more thing, did you only mention VR and its usage in sciences because like you said, the research on AR in education is very limited?

Hi Constanza

Yes, if educational research in VR is in its infancy, education research in AR is even at an earlier stage, at least according to my reading. I think there are multiple reasons for this. One is that programming is too difficult right now. While you can use programming packages like Unity for VR I don't know if any such packages exist for AR. Another reason is that it is more difficult to make connections right now between AR and education. AR usually involves some type of story (at least in educational scenarios) and then there is a more abstract tie to educational goals. That said, the few studies I have found using AR (again all one offs) have shown tremendous potential in merging interest and learning goals. The interest is key, but it can be short lived right now. Example the Pokeman Go phenomenon that people are desperately looking to recapture.

Thanks for elaborating on your points Michael Glassman .

I think your reflections imply that I should account for the limits of my study. More specifically, isolated case studies do not provide enough theoretical grounding to advocate for the use of AR in education as consistency is key.

However, I was thinking of placing AR into a broader education technology context, and explain how its added value exemplifies the main benefits that come with using technology in education. I have already identified such advantages and how and why AR enables them.

This would perhaps put the probability of AR becoming obsolete in a few years into perspective: practically speaking, the use of the actual technology might be short lived, but the educational benefits that it brings, and the possible pedagogical developments that it inspires and will continue to inspire justify its significance.

On a more general note, are you arguing that the absence of a substantial body of research on AR in education is due to industry related matters that concern with technical difficulties and levels of adoption?

Isn't one of the aims of research to examine future predictions? Or perhaps most research entails comparisons of present and/or past phenomena?

To what extent is education technology research influenced by the industry trends relating to the technology it accounts for?

Could it be that AR is actually used extensively in education but there are not enough case studies that document such usage?

Would a piece of research based on a collection of case studies fit into a more journalistic category rather than an academic one?

Concerning AR and storytelling, I am a bit confused about what you mean.

I hope you do not mind me asking you more questions. I am obviously not expecting an extensive reply, just more food for thought.

Your reflections have actually inspired me to think more critically about my research.

Amie

Our experience with Multi User Virtual Environments (MUVEs) had many of the same outcomes, although there was also quite a bit we didn't expect. We have the students, who were undergraduates, much more freedom in determining their activity trajectory. This led to high levels of autonomy and even rebellion among the students. Having both learned and preaches the importance of autonomy in genuine human learning this caused quite a paradox for use as educators.

Constanza,

I am interested in why you think the AR technology might be obsolete in a few years. What I fear about this is that in the beginning, as with all innovations, there are going to be more failures than successes. I feel that for instance with MUVEs, they are difficult to use and people started abandoning them before we really understood them. I think we have to be careful of this.

As to your questions,

On a more general note, are you arguing that the absence of a substantial body of research on AR in education is due to industry related matters that concern with technical difficulties and levels of adoption?

Not just industry related, though they are a big problem (they don't care at all about education but also profits). Using complex technologies will be difficult in the beginning. AR especially is notoriously difficult to transfer to education. I think this can be overcome with research, but who is going to support that research. We desperately need a generation that is just as comfortable with technologies as they are with education to create pathways to using VR and AR technologies. They are coming. I finally see this combination in my students and hopefully you. We also need to get away from the concept of user friendly. Worthwhile things are often difficult and demand persistence. I sometimes marvel at the years Maria Montessori and John Dewey spend in classroom before presenting their "technologies" to the world. We don't seem to do that anymore.

On a more general note, are you arguing that the absence of a substantial body of research on AR in education is due to industry related matters that concern with technical difficulties and levels of adoption?

I have been to a number of "talks" on the use of VR in the classroom. My experience is of course limited but they are always that same. They are headset VR used in classes and the presenter is saying "Isn't it great, we really interest the students with this." Unfortunately the interest always fades (which is the danger of one-offs). I have to say that I am really encouraged by Amie's experience above. In the research world though my experience in people don't really want to hear it. I am pretty sure AR has not made it in to many classrooms at this point. I hope I am wrong.

To what extent is education technology research influenced by the industry trends relating to the technology it accounts for?

It shouldn't be, but it is. I believe the education's detriment. Administrators without any understanding of the problems merging technology and education are throwing money at Apple tablets because.....Steve Jobs invented everything!!!! Sorry, it is just so frustrating.

Concerning AR and storytelling, I am a bit confused about what you mean.

AR adds to reality, qualitatively changing its meaning, no? So in many ways it seems to be AR would be more about meaning in education than VR or almost any other technology. So here I am going to refer to a famous theorist in education who focused on meaning - L.S. Vygotsky. For him issues of meaning were very much intertwined with narrative. Bahktinian scholar have taken this a step further.

Sorry for the long message. I wasn't intending to write so much when I started.

Michael Glassman I do not mind your long reply at all. It's actually very insightful.

I did not really formulate a personal opinion to justify the possibility of AR becoming obsolete in the future. However, I did refer to some readings and learnt that AR has not reached the 'plateau of productivity' yet, which according to the Gartner Hype Cycle for emerging technologies corresponds to mass adoption.

AR is listed by Gartner as currently wallowing through the 'trough of disillusionment', and experts estimated that it would take approximately 5 to 10 years for AR to reach mass adoption.

Despite these estimates, predicting the development of any technology is very difficult and way beyond the scope of my research.

This is exactly why I am considering the possibility of AR becoming obsolete, and arguing that the pedagogical developments it enables will transcend the possible future decay of the technology itself.

I have also read case studies from the history of technology that described how technology integration in the education industry is a complex process, and a certain technology might not be adopted by educators even if it has made it to the mass adoption stage in other sectors.

Concerning the absence of a substantial body of research on AR in education, if I understood well, you meant that it is very difficult to write about the educational applications of AR is that correct? And given this difficulty, there is not much research out there, which in turns causes a lack of adoption in the actual classroom because educators cannot find a written pedagogical account they can refer to. Is that correct?

I am a bit confused on how the need to discard a user friendly approach is related to AR in education. I do agree with your point of view, but returning to my question, did you mean that it's possible that AR in education could be a short lived phenomenon because the current products available out there do not encourage students to deal with challenges by creating user friendly interfaces?

About the research in education technology being influenced by current trends, did you mean that there is for example so much research out there on the use of iPad apps because of the popularity of this device?

Finally, I understand that students construct meaning on the basis of real-life experiences, did you mean that since AR changes the meaning of reality it would be much harder for students to find meaning in it as the world presented by AR applications does not correspond to the one they live in (yet)?

My answer is probably even longer. But your replies did inspire me and I wanted to check I understood what you meant.

Thanks so much for your reply Amie Quesnell

Perhaps my search skills are not that great, I was trying to find the case study you were referring to on your profile. Could you please tell me where I could find it?

It's great to be provided with a real life example.

Your reply actually questions my initial dilemma which is great. VR might not suit subjects, it might suit interdisciplinary learning.

As with any teaching means, methods or approach VR or AR can be used under conditions. It is not panacea.

Not sure if it is appropriate for specific subjects but certainly for specific context. Plus planning is always required.

Thanks for your reply Konstantinos Karampelas

Yes I agree, AR and VR are not a solution to all problems.

Your last remark is very useful. I think I am going to focus on the relevance of these technologies to a certain context rather than certain subjects. For example, I think they really suit multidisciplinary instruction.

Dear Costanza

I think your point of the topic highly related to the media debate which is started by Clark and Kozma. We have many studies, which are mentioned the positive and negative sides of AR and VR but we should focus on the topic and teaching strategy rather than pure technology.

I hope you can finished your proposal soon.

Best

Hi Constanza!

I wrote a paper on this topic for last year's immersive Learning Research Network conference where I asked student primary school teachers about their opinion on using VR in their respective subjects: Conference Paper Student Primary School Teachers' Attitude towards Virtual Re...

Might be interesting for you?

In general, I have the impression that it does not really depend on the content (well, of course, some contents are easier to display in VR/ the benefit of using immersive technology is more obvious) whether using AR/VR in primary/secondary school education is beneficial. The key factor are the teachers that include the right (immersive) medium at the right point of their teaching and at the right point of the student's learning process to be beneficial.

Cheers,

Andreas

Costanza Casullo AR and VR can and are used in every subject area, but mostly in the school districts that can afford the technology and applications.

Your challenge in finding case studies for elementary and secondary education may likely be due to:

Augmented reality is an educational dream, as students are able to use for their own creations.

In finding creative means to introduce augmented reality on a more sophisticated level, one teacher scheduled a local surveyor to demonstrate his theodolite and 3D scanner with other equipment for the upcoming school year. And I have scheduled an environmental engineering major who needs volunteer hours for her university to demonstrate and have students participate in the creation of a 3D design floating wetlands.

Many of my students use applications on their personal phones outside of school - students are not yet permitted to use phones in school - to create 3D animation out of photographs on Clips, for instance. Honestly, this year, I could not keep up with all of the applications they used. There were so many, and because they were used outside of school, I was unable to track them all. I did use a Google Form in which students listed the applications they used, but there were more - Animaker, Animodo, Powtoons, even Snap clips with filters to incorporate in their projects. etc. Students sometimes became innovative in how to incorporate these into Chromebook video applications.

My district is contemplating the purchase of Cospaces, and quite frankly, I have my fingers crossed as a history instructor. I have so many virtual gamers between the ages of 11 and 12 that produce their own 2D games. They will be so motivated to generate their own in 3D reality!

My students have used the 3D printer to create part of ancient Rome, designed sets, and then filmed it.

Augmented Reality is already used by students on their own accord. And any primary or secondary subject could make use of them.

My students have created claymation (Stopmotion applications) and animation films.

Free version of Voki - again any subject area could make use of it.

QR codes - teacher or student generated.

Goose Chase is fun, and both teachers and students are able to create "scavenger hunts" and "who done it" mysteries.

Google Tour Builder, Google Earth, and Google Sky are not just about geography and science. All three are incredible applications, not just for the science aspect, but bring to life the religious beliefs of any culture who worships nature or is polytheistic, as well as touring major historic sites, and archaeological digs. For projects on civil planning and engineering, they are also incredible.

With virtual reality, students can explore the Pyramids, take a walk through a Roman domus, and explore trade routes, as well as examine Unesco sites, how they are determined, and how they are funded. A math teacher might use VR to explore architecture and engineering when studying the Golden Ratio; an English Language Arts teacher to travel the "world" of a famous author or character in literature; an Art teacher to assign the critiquing of famous paintings... etc.

All social sciences - archaeology, anthropology, psychology, sociology, economics, political science (a tour of the White House, the Senate), as well as geography benefit from the use of virtual reality.

Virtual Reality is fantastic. The dilemma is its cost. I am able to use Google, National Geographic, and other free applications with two sets of reality glasses, but our district can not afford to invest in the purchase the equipment necessary for programs that make you feel like you are actually flying. Hopefully, someday.

Costanza Casullo Would it be helpful to you if I contacted elementary and secondary educators I know have incorporated AR/VR in their curriculums (Pennsylvania, U.S.) to inquire if they know of anyone who has done a case study or is in the process as you are of research?

Kristin,

That is an absolutely great post. It points to how teachers in the classroom ready to push the margins are way ahead of academics in all this.

Michael Glassman I appreciate your compliment! Thank you. I believe there is a bit of a disconnect between university and especially, public elementary and secondary education.

Our district is just beginning the quest in educational technology, which is truly a necessity. We now have generations of students who were born into the smart phone era, but are still largely untrained in how to use those mini computers for educational purposes - especially in rural economically disadvantaged areas.

Academics have been pushing the bar in pedagogy that is conducive to technology integration, while public schools are largely bound by state testing and teacher-centered classrooms. I am very curious (and much of my own research was the result of university case studies) and will continue to research effective methods of constructivist pedagogy from the world of academics, in order to improve my own methods.

There are districts that have fully integrated technology and with amazing applications, some whose students receive Mac Pros (I know they are not as advantageous for coding or engineering, but I am admittedly jealous of their access to iMovie - which is free for them and Garageband as well). Our students do have free and protected YouTube accounts, which is advantageous, so I am grateful, still...

Regards!

Kristin Beck Zaruba . I hope you don't mind my late reply.

Your comment was just so helpful.

I am examining the multiple integrations of AR with hands-on activities and how AR can empower students to become content creators rather than just consumers myself. I am particularly fond of MetaVerse, it differs from CoSpaces but only just slightly. https://studio.gometa.io

However, real-life case studies are exactly what I am missing.

Yes, it would actually be extremely helpful if you could please put me in touch with your colleagues I would really appreciate. My email is [email protected]

As well as writing my thesis on the topic in question, I have also started conducting webinars and started giving free consultations so that I can finally start to see the practical applications of my research so your colleagues might be interested in that too...

My research is now going to be about AR only but to be honest it would be insightful to learn about VR too as the mixed realities spectrum is not made up of strict compartmental divisions.

Thank you very much!

Feel free to email me or private message me.

Costanza Casullo I have sent out emails and will privately email you with responses.

I also wanted to share that today (and with a successfully written grant by our district), a set of 30 Spheros were introduced, as well as six 3D printers. One of the teachers printed a very basic chariot with a ring to be placed around a single Sphero, giving me the idea that students hold chariot races - coding track and speed with their own printed chariots and with printed Roman coins to bet on the races. (The Circus Maximus is always overshadowed by the Coliseum). Not anymore.

I will also place a laminated map on my classroom floor so students can code trade routes from learner-chosen ancient civilizations. They will have to research ancient trading ships to create a 3D version to be placed on the Sphero. The ships' coded routes will be a cultural/economic connection between civilizations and group projects about those civilizations.

Leading me to think of all the possibilities in teaching ancient history from printing athletes/Olympia to ballistas and trebuchets... just another manner in which augmented reality can be used in a history classroom. And with the combination of video and stop motion - so exciting!

I hope you find the case studies!

Kristin Beck Zaruba Thanks so much for this valuable input. I though of myself as an innovative educator but I was wrong ahh. I learnt so much just from your insightful comment.

The only thing I am confused about is how AR exactly relates to all of this. Did you mean that the 3D printed models will be included in an AR app/digital 3D model?

Did you mean that AR is not just a digital tool but it can be connected to hands on learning?

But I love the idea of developing this unusual yet effective interdisciplinary approach.

Thank you.

Costanza Casullo Yes. What I am suggesting is that hands-on learning connected to AR applications would encourage a more ingenious approach and a much higher level of critical thinking.

I noticed when conducting my research (and it was not a part of my research, just an observation) that students between the ages of 11-13 do not relate the two. Augmented reality applications are perceived as a mere tool. Though students are able to produce fantastic work, projects often lack innovation beyond the scope of the application. Does that make sense?

In the beginning of the 2019-20 school year, I will introduce activities like the one I shared, film them and then ask partners or small groups to choose an AR application to redefine the lesson or its use. This will force students to 1) research various AR applications, 2) revisit the purpose of the lesson, 3) restructure the lesson, and 4) revisit the activity artistically or creatively, depending on the application chosen.

Does that make sense? My students generate their own projects the second half of the year. I wish to facilitate activities in the beginning to trigger a variety of student-generated options on a higher level of originality.

Dear Constanza,

From my point of view and from my experience with AR and VR, it is true that there are many apps and research on science and related fields mainly because AR and VR are very good for helping students to understand and see phenomena that cannot be seen without specialized equipment. For instance, molecules, magnetic forces, biological processes, etc. In other areas AR/VR might not have the same effect. In that sense, it is true that some areas might benefit more from AR and VR capabilities.

As mentioned in other answers to this question, there are some systematic reviews published in this topic that might give you some insights into the advantages and drawbacks of these technologies at different educational levels.

Hope this helps,

Jorge Bacca

Thanks for your reply Jorge Bacca-Acosta . Yes, I see your point. AR and VR allow the visualisation of what would otherwise be the invisible. However, after doing some research, I would say this does not just apply to the sciences but also to subjects like history. For example, AR is used to provide more insightful content to heritage site visitors, and therefore students on field trips.

Nishaben Desai Dholakiya

I was so focused on the pedagogical benefits of virtual and augmented reality (i.e. increased contextualisation when it comes to situated learning), as well as the cognitive ones (i.e. increased spatial awareness) that I forgot to take into account the practicalities of it.

I did read the abstracts of your articles and they did help so thank you for that.

However, I am wondering why you did not comment much on geography. Is it because is not your area of expertise or because you think it would not benefit from AR/VR?

Practically speaking, virtual geography field trips have lots of advantages.

Costanza Casullo I think you will get some info from Akcayir and Akcayir`s study. They fairly concluded some advantages and disadvantages of using AR in education. Their study titled `Advantages and challenges associated with augmented reality for education: A systematic review of the literature`

In English language arts, Clarice Moran has done some work with Google Cardboard to help students generate ideas for writing. What I would like to do with it in literature class is take people to Shakespeare's world or Jane Austen's or Chinua Achebe's. People aren't making that kind of software though.

Mary F. Rice -- building the world for any one author or text is a massive undertaking, and if someone other than your students did it, you would likely have interpretation disagreements -- that's why I would advocate for looking at it as a long-term project that spanned over multiple years with many different students participating in the build. I could see this as a research project worthy of a grant, even.

Yes. That would be amazing. Thanks for your enthusiasm. It gives me hope. Now, all I have to do is design the the project and invite the students. :) Bryan P. Sanders

I believe in you! Mary F. Rice

Let's work together.

Dear Costanza Casullo

I believe that the applications are strongly related to STEM areas because of their experimental possibilities, but other areas can be explored.

Hi Costanza,

That is a fascinating investigative question.

The focus on maps, anatomy, and space, in my opinion, and research, is because it is tough and expensive to explore with the students those scenarios in real-life situations.  Simulate them, in VR or AR, is a fascinating HCI interface alternative. Other scenarios like chemistry, physics are also attractive low-cost alternatives. Cheers!