Use of Augmented Reality in Learning

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Use of Augmented Reality in Learning

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Acta Polytechnica Hungarica Vol. 15, No. 5, 2018

Use of Augmented Reality in Learning

György Molnár, Zoltán Szűts, Kinga Biró


Budapest University of Technology and Economics (BME)
Műegyetem rkp. 3, 1111 Budapest, Hungary
molnar.gy@eik.bme.hu, szuts.z@eik.bme.hu, biro.kinga@gtdh.bme.hu

Abstract: Augmented reality offers great solutions in learning because most of high school
students are familiar with them. Augmented reality-based applications such as the
Pokémon Go 3D, or Quiver and HP Reveal can be used effectively in education. Using AR
technology, teachers or even students can create content. For example, triggers using the
provided website. The triggers can be image or videos, so the AR experience can be
customized. In this study, authors first introduce the augmented reality and a specific
application, Pokémon Go, then demonstrate the use of AR in education and finally present
a survey conducted among students of a higher education in Hungary.

Keywords: ICT; Augmented Reality; higher education; Pokémon GO; HP Reveal

1 Introduction
The phenomenon of augmented reality (AR) is primarily relying on usability and
entails the analysis of the harmony of sensory organs, linking, tagging,
interactivity while the learning process taking place in the respective space [1].
The study explores one principal issue, namely what makes the specific
educational applications utilizing augmented reality function?
While augmented reality entails a variety of meanings and presentation forms,
common features can be discerned as well. The most important shared attribute is
the real time integration of virtual objects into the physical or material world. As a
type of mediatized or media-based communication augmented reality is
inseparable from the technology making it possible. The respective equipment
includes optical devices and other sensors perceiving the external world along
with appropriate displays presenting the specific images in high definition.
Consequently, via these applications information related to the objective world
becomes interactive and digitalized. Thus the given data being stored and made
accessible can complement the real world through forming additional
informational layers. This also means that augmented reality is device-dependent,
technology-determined and convergent at the same time [2] [3] [6].

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Gy. Molnár et al. Use of Augmented Reality in Learning

The CogInfoCom focuses on the combination of the natural cognitive capability of


humans and ICT. This blending of the natural and artificial cognitive capabilities
brings new directions of research, one of them being augmented reality. From
CogInfoCom aspects not only the interaction and interfacing between the natural
and artificial components is important. In most cases today, it is almost impossible
to clearly separate these components, and the authors will not attempt to do so. In
their opinion, augmented reality phenomena can be defined as a human-ICT or in
other words a blended system, where Inter-cognitive communication: information
transfer occurs between two cognitive entities with different cognitive capabilities
[18] [19] [20] [21] [22] [23] [24] [25].

2 Augmented Reality

2.1 Augmented Reality (AR)

The digital revolution gave rise to an incessant need for information and
contributed to the decline of traditional information and knowledge accumulation,
processing, and transmission structures. It has been indicated earlier that
augmented reality can be brought about by a variety of devices and platforms.
Consequently, it is related to the phenomenon of media convergence. Augmented
reality utilizes three screens or displays, while out of the TV, computer, and
mobile telephone trio the phone display has the crucial role. A long time has
passed since the first, perhaps less successful attempts of mobile service providers
to generate content in a quantity determined by the user. Nowadays content
quantity and user activity demands can be reconciled by the adaptation of a proven
and tested model to the context of the mobile phone. Thus, users observing the
existing operational rules and guidelines must be provided with complete and
unlimited access to the worldwide web via a significantly larger and touch
operated display screen. As a result of this process the smart phone becomes “the
most personal computer”.
Since augmented reality based on mobile devices eliminates the need for
expensive equipment or the acquisition of new knowledge the number of
applications generating additional interactive layers over the physical world is
expected to rise [4] [8] [14] [15].
AR uses can be several:
 games
 military use
 medical use

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Acta Polytechnica Hungarica Vol. 15, No. 5, 2018

 entertainment industry
 education

Figure 1
Evolution of AR devices, https://bit.ly/2D8kTWN

Despite the tremendous variety of augmented reality based applications, such


programs have shared features as well. All the applications function in real time,
and are supported by multimedia and interactivity besides being presented by
digital devices. Other common characteristics include being marker based, using
community generated content, and requiring proactive user conduct along with
interactivity. The real time aspect’s primary difference from contents stored in a
non-real time manner (picture, video, text) is that it provides the experience of
actual presence or participation to the user. The success of participatory media
utilizing the activity of the user community underlines the importance of such
hands-on experiences.
While its hypertext or hypermedia foundation makes AR similar to the World
Wide Web, it is dependent upon different technology. Hypertext is a digitally
recorded information carrier containing several links. Its branch structure breaks
away from linearity and via hyper references or links provides a range of selection
opportunities for the user while calling for interactivity.
AR utilizes an expanded form of hypertext, the hypermedia [1]. The term is used
to describe a phenomenon in which the hypertext forms a non-linear unit with still
images, motion picture, or music via hyperlinks. Such examples include the online
museums, video games, and works relying on augmented reality technologies [7].

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Gy. Molnár et al. Use of Augmented Reality in Learning

The technology of AR is marker determined. Marker is as a special identifying


code recognized by the sensors igniting the interactive process on the display
screen suitable for the given purpose. Augmented reality does not function in the
unlimited virtual space, as it operates in a given specific location. Such locations
are indicated by markers [11] [12]. Absolute positioned markers refer to a
geographic location, while a relative marker emerges in the pictorial symbol
recognizable by the system [See Figure 2].

Figure 2
A relative marker used in education

2.2 Interactivity and Usability

Interactivity in a multimedia environment refers to a process where a click or


touch on a picture or text launches an action leading to another context or starts a
video, or displays another text. The continuous evolution of interaction can be
accessed in the following manner: Previously, we looked at a picture and mentally
traced our own personal cognitive associations to another image. Now the
interactive computerized media calls on us to click on a highlighted sentence to
reveal another image and follow the pre-programmed objectively present
cognitive associations. When new technologies emerge, usability plays a
significant role in promoting their integration into the given social and cultural
context. The very concept refers to the ease or difficulty of acquiring information
needed for problem the appropriate and easy use of the given application. The

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Acta Polytechnica Hungarica Vol. 15, No. 5, 2018

evolution of usability can be represented by a continuum beginning with the


mouse and keyboard operated personal computers and ending with touch or
motion controlled display screens.
2.3 The Pokémon Go 3D Application
Pokémon was an extremely successful video game produced by the Japanese
company Nintendo in the middle of the 1990s. The role play game originally
designed for a portable Game Boy console reached a sales figure of 155 million in
10 years. The new version launched in 2016 shows no major differences from the
original. While it is freely accessible and can be considered a hobby, Nintendo
realizes income via purchases generated by the game itself. The game calls for the
user to collect and capture the virtual figures by a Poké Ball, then to train them in
Gyms and send them into battles or raids against the figures of other players,
while building alliances along the Gyms. [See Figure 3]

Figure 3
Pokémon Go in action

The success of Pokémon Go is based on the simplification of a complex yet


spectacular technology and the promotion or enhancement of the user experience.
The enhanced experience includes not only walks in a virtual space, but for
example physical discovery of cities and abandoned factories. In addition to a
purified and simple surface and easy usability its most important feature is its
ability to display pictures embedded in texts thereby enabling the user to enjoy a
significantly enhanced participatory experience via multimedia applications.

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Gy. Molnár et al. Use of Augmented Reality in Learning

3 Augmented Reality in Education


Augmented reality can be applied in education. In geography atlases 3 D models
can be presented by using mobile devices. This way the scenery comes alive. [See
Figure 4] In Biology atlas a human heart may be transformed into a beating,
animated virtual organ on the screen. Students are also able to watch experiments
in a Physics course. Using smartphones and tablets they can observe experiments
from several angles. This way, dangerous or hazardous experiments may be
presented safely. However, creating augmented reality content requires a lot of
time and skill. Augmented reality can be used in various ways in learning both at
formal and non-formal education. If teachers prepare remarkable visual tools,
students can consume this content easily and with more motivation. Also, students
can create AR elements related to the materials they focus on at the given lesson.
When creating their own content, students become more involved in learning,
learn how to master the skills and competences on a higher level [31] [32].

Figure 4
An AR volcano erupting

Apart from the innovative nature of the AR technology and the versatility of its
educational use, there is a further advantage. It does not require any particular IT
or human resources investment. There is no need for IT specialists to engage in
curriculum development, and teachers build lectures based on AR without
programming skills, with only general knowledge of IT. As majority of students
have smartphones and tablets capable of running AR applications, the BYOD
philosophy is applied. All this makes it possible to rapidly spread the AR
technology and philosophy in education [8] [9] [13].

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Acta Polytechnica Hungarica Vol. 15, No. 5, 2018

Augmented reality often improves students learning activity and at the same time
enables complex competency-development. As the students often work in a group,
it supports project work.
Although the augmented reality is often considered to be a tool of gamification, it
is an info communication technology that can create interactive surroundings for
the students. The most outstanding ramification of it is a long-lasting experience
which can motivate them for further learning and participation in education.

3.1 Specific AR Platforms and Their Efficiency

AR apps put students into the story, what makes learning more lively. Instructors
can use AR as “distracting” technology to motivate and engage. At the University
of Pécs, a 3D visualization in the VR (Virtual Collaboration Arena) learning
environment was created in the VirCA platform which suits to the natural
cognitive processes of the human brain better [5] [10].
Finally, a good example for VR and AR used in education can be found in several
CogInfo papers. According to Horváth: “For accomplishing laboratory practices at
a higher level, the 3D VR space also contains video files for facilitating the usage
of equipment, instruments and machines at highly-skilled level. These files show
the instruments and machines used in the given measurement, the process of
making the measurement and the guide for the assessment of the measured data.
In this virtual space, the element of the psychologically motivated learning
definitions so correct in the every days of the pedagogy was created, according to
which learning is not only finding information, but also forming the attitude, as
the students learnt in the VR space how to behave during a project. The goal in
itself included the “excitement of playing” activated by the creative, innovative
attitude [16] [17] [26] [27] [28] [29] [36] [37].
According to Horvath and Sudar, there are some significant and determinate
research results on learning efficiency related to AR technology (30% faster
student’s activity and team work, 50% better information comprehension, 50%
more complex information sharing, 30% less user operations, 80% less machine
operations in the same digital workflow). AR applications play an important role
in the field presentation in education. For example, MaxWhere presents the
information in 3D environments. Numerous studies have been carried out and
published on this issue at the CogInfo conference [30] [33] [34] [35] [38] [39]
[40] [41] [42] [43] [44].
There are several AR platforms that can be used in learning. Quiver trigger images
when user scan the markers and activates the augmented reality content. The
application often uses coloring pages as markers. This also means that younger
age groups can be involved into interaction, while motor skills and hand-eye
coordination can be improved. It can be used at higher education institutions as
well, but there are some limitations. The biggest weakness is the technology itself.

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Gy. Molnár et al. Use of Augmented Reality in Learning

In theory, 2-3 year old smart devices can run the application. In practice, there are
several cases when the devices run out of memory or the internet connection
cannot be established.
Similar to Quiver, HP Reveal (former Aurasma) can be used for creating and
presenting AR experiences. In this case, teachers or even students can create
content. For example, triggers using the provided website. The triggers can be
image or videos, so the AR experience can be customized. There are several
teachers who insist on creating their own curricula, and HP Reveal can help them
accomplish this task.

4 Empirical Survey
The primary objective of action research conducted is an empirical inquiry into
the digital competence and ICT attitudes of the new generation along with the
impact of AR programs and methods on the learning process taking place through
student’s own devices. The respective survey included a quantitative questionnaire
administered to a sample of 91 respondents in the fall of 2017. The test population
assembled via stratified sampling (N=91) consisted of full-time university
students. The eventual and evaluated sample reached a magnitude of 94. The
inquiry based on an interactive, Kahoot measurement device, enabling the user to
have a hands-on experience utilized the BYOD method as well. The target group
primarily consisted of university students enrolled in engineering programs and
representing the generations Y and Z. The survey mostly utilized close ended
questions and the results were processed via simple descriptive statistical methods
and presented in diagrams. The graphs below show only the processed data related
to AR use.

Figure 5
How open are the students for new teaching-learning methods

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Acta Polytechnica Hungarica Vol. 15, No. 5, 2018

Figure 5 displays the level of respondents’ acceptance of modern, new type, and
open teaching and learning methods. The respective results indicated that 50% of
the respondents is fully open to new instruction and learning methods, while about
one quarter (28%) is rather receptive (3), and only 12% (2) and 10% (1) indicated
their reluctance to integrate the new generation teaching methods into their
learning efforts.

Figure 6
Popularity of Pokémon Go application

96% of the respondents have heard about the Pokémon Go application, and its
popularity is indicated by the fact that most of them tried it as well.

Figure 7
Acceptance of AR use in lectures

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Gy. Molnár et al. Use of Augmented Reality in Learning

Figure 7 partly substantiates the answers given to Question 4. The question probed
the extent, to which augmented reality-based applications such as Pokémon Go is
liked by students, More than one third of the respondents, 22 people would like to
listen to lectures via such interactive virtual reality context, 12 respondents could
not assess the significance or importance of the given question, and only 8 out of
70 respondents stated that they would not like to participate in lectures or learning
experiments utilising virtual reality, Furthermore 17 respondents indicated
openness toward participating in such new type learning experiments.
Conclusions
The appreciation of visuality is assisted by the virtual and augmented reality
spaces. The cyberspace that houses these offers a promising and beneficial way of
life to the digital citizens in both public life and learning, given the fact that these
citizens attend the courses only when they wish or have the time for those.
Obviously, in order to be successful in it, they must use the digital devices
constantly and must acquire the self-driven and informal learning.
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