Abstract
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students’ spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
Similar content being viewed by others
References
Ajanki A, Billinghurst M, Gamper H, Järvenpää T, Kandemir M, Kaski S et al (2011) An augmented reality interface to contextual information. Virtual Real 15(2–3):161–173
Andújar JM, Mejias A, Marquez MA (2011) Augmented reality for the improvement of remote laboratories: an augmented remote laboratory. IEEE Trans Educ 54(3):492–500
Azuma R (1997) A survey of augmented reality. Presence Teleoper Virtual Environ 6:355–385
Bajura M, Fuchs H, Ohbuchi R (1992). Merging virtual objects with the real world: Seeing ultrasound imagery within the patient. Commun ACM 36(7):52–62. In: Proceedings of SIGGRAPH ‘92, ACM Press, New York, pp 203–210
Broll W, Lindt I, Herbst I, Ohlenburg J, Braun AK, Wetzel R (2008) Toward next-gen mobile AR games. IEEE Comput Graph Appl 28(4):40–48
Brown JS, Collins A, Duguid P (1989) Situated cognition and the culture of learning. Edu Res 18(1):32–41
Caudell TP, Mizell DW (1992) Augmented reality: an application of heads-up display technology to manual manufacturing processes. In: Proceedings of Hawaii international conference on system sciences, pp 659–669
Dunleavy M, Dede C, Mitchell R (2009) Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. J Sci Educ Technol 18(1):7–22
Eursch A (2007) Increased safety for manual tasks in the field of nuclear science using the technology of augmented reality. IEEE Nuclear Science Symposium Conference Record 3:2053–2059
Feiner S, MacIntyre B, Seligmann D (1993) Knowledge-based augmented reality. Commun ACM 36(7):52–62
Ha T, Lee Y, Woo W (2011) Digilog book for temple bell tolling experience based on interactive augmented reality. Virtual Real 15(4):295–309
Hou HT (2010) Exploring the behavioural patterns in project-based learning with online discussion: quantitative content analysis and progressive sequential analysis. Turk Online J Edu Technol 9(3):52–60
Johnson L, Smith R, Willis H, Levine A, Haywood K (2011) The 2011 horizon report. The New Media Consortium, Austin
Johnson-Laird PN (1980) Mental models in cognitive science. Cogn Sci 4:71–115
Kerawalla L, Luckin R, Seljeflot S, Woolard A (2006) “Making it real”: exploring the potential of augmented reality for teaching primary school science. Virtual Real 10(3–4):136–174
Klopfer E (2008) Augmented learning: research and design of mobile educational games. MIT Press, Cambridge
Koong Lin HC, Hsieh MC, Wang CH, Sie ZY, Chang SH (2011) Establishment and usability evaluation of an interactive AR learning system on conservation of fish. Turk Online J Edu Technol 10(4):181–187
Linn MC (2003) Technology and science education: starting points, research programs, and trends. Int J Sci Educ 25(6):727–758
Martin S, Diaz G, Sancristobal E, Gil R, Castro M, Peire J (2011) New technology trends in education: seven years of forecasts and convergence. Comput Educ 57(3):1893–1906
Martín-Gutiérrez J, Luís Saorín J, Contero M, Alcañiz M, Pérez-López DC, Ortega M (2010) Design and validation of an augmented book for spatial abilities development in engineering students. Comput Graph 34(1):77–91
McCall R, Wetzel R, Löschner J, Braun A-K (2011) Using presence to evaluate an augmented reality location aware game. Pers Ubiquit Comput 15(1):25–35
Milgram P, Kishino F (1994) A taxonomy of mixed reality visual displays. IEICE Trans Inf Syst E77(12):1321–1329
Montello DR (2001) Spatial cognition. In: Smelser NJ, Baltes PB (eds) International encyclopedia of the social and behavioral sciences. Pergamon Press, Oxford, pp 14771–14775
Murray CD, Fox J, Pettifer S (2007) Absorption, dissociation, locus of control and presence in virtual reality. Comput Hum Behav 23(3):1347–1354
Norman DA (2004) Emotional design: Why we love (or hate) everyday things. Basic Books, New York
Núñez M, Quiros R, Núñez I, Carda JB, Camahort E (2008) Collaborative augmented reality for inorganic chemistry education. In: Proceedings of the 5th WSEAS/IASME international conference on engineering education, July 22–24, 2008. Heraklion, pp 271–277
O’Shea P, Mitchell R, Johnston C, Dede C (2009) Lessons learned about designing augmented realities. Int J Gaming Comput Mediat Simul 1(1):1–15
O’Shea P, Dede C, Cherian M (2011) The results of formatively evaluating an augmented reality curriculum based on modified design principles. Int J Gaming Comput Mediat Simul 3(2):57–66
Papagiannakis G, Singh G, Magnenat-Thalmann N (2008) A survey of mobile and wireless technologies for augmented reality systems. Comput Animat Virtual Worlds 19(1):3–22
Pence HE (2011) Smartphones, smart objects, and augmented reality. Ref Libr 52(1):136–145
Pintrich PR, Marx RW, Boyle RA (1993) Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev Educ Res 63(2):167–199
Preece J, Rogers Y, Sharp H (2002) Interaction design: Beyond human-computer interaction. Wiley, NY
Rosenbaum E, Klopfer E, Perry J (2007) On location learning: authentic applied science with networked augmented realities. J Sci Educ Technol 16(1):31–45
Rutten N, van Joolingen WR, van der Veen JT (2011) The learning effects of computer simulations in science education. Comput Educ 58(1):136–153
Salzman MC, Dede C, Bowen Loftin R, Chen J (1995) The design and evaluation of virtual reality-based learning environments. Presence Teleoper Virtual Environ (special issue on education)
Schuemie MJ, van der Straaten P, Krijn M, van der Mast CAPG (2001) Research on presence in virtual reality: a survey. CyberPsychol Behav 4(2):183–201
Shelton B, Stevens R (2004) Using coordination classes to interpret conceptual change in astronomical thinking. In: Kafai Y, Sandoval W, Enyedy N, Nixon A, Herrera F (eds) Proceedings of the 6th international conference for the learning sciences. Lawrence Erlbaum & Associates, Mahweh, NJ
Squire KD, Jan M (2007) Mad city mystery: developing scientific argumentation skills with a place-based augmented reality game on handheld computers. J Sci Educ Technol 16(1):5–29
Squire K, Klopfer E (2007) Augmented reality simulations on handheld computers. J Learn Sci 16(3):371–413
Sutherland IE (1968) A head-mounted three dimensional display. Proc AFIPS Conf 33:756–764
Sylaiou S, Mania K, Karoulis A, White M (2010) Exploring the relationship between presence and enjoyment in a virtual museum. Int J Hum Comput Stud 68(5):243–253
Tsai MJ, Hou HT, Lai ML, Liu WY, Yang FY (2012) Visual attention for solving multiple-choice science problem: an eye-tracking analysis. Comput Educ 58(1):375–385
Vygotsky LS (1978) Chapter 6: Interaction between learning and development. In: Cole M (ed) Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge
Acknowledgments
Funding of this research work is supported by the National Science Council, Taiwan, under grant numbers NSC 98-2511-S-011-005-MY3 and 99-2511-S-011-005-MY3.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Cheng, KH., Tsai, CC. Affordances of Augmented Reality in Science Learning: Suggestions for Future Research. J Sci Educ Technol 22, 449–462 (2013). https://doi.org/10.1007/s10956-012-9405-9
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-012-9405-9