Augmented reality (AR) is an emerging three-dimensional technology that has made many key differences in the 21^st century and in children’s learning. AR adds digital computer-generated environments and information that expands our physical world (Ibáñez, & Delgado-Kloos, 2018). Media characteristics explored throughout the use of AR promote student creativity and positive emotions such as inspiration and satisfaction as they meet goals, while applying and implementing more efficient and beneficial learning strategies (Wu, Lee, Chang & Liang, 2013).  The use of AR can help individualise students learning and assist in understanding key concepts mainly in science and technology, that would otherwise be difficult to comprehend.

Dunleavy, Dede and Mitchell (2009), illustrated the many educational affordances of AR especially in the key areas of science, technology, engineering and mathematics (STEM), which include scaffolding, practical skills, conceptual understanding and spatial abilities. AR gives students an opportunity to imagine and see what they are learning and enable a better understanding by visualising it. Although, AR sounds like a fun and beneficial technology/ concept. It is a very costly system that requires schools to either employ or train teachers, to use the software and be able to understand how to create visual images of key concepts taught throughout a lesson. Once implemented in schools, AR can be easily used as an app on smartphones and tablets and simply taught to students.

Augmented reality also provides students with opportunities to create their own codes and activate three dimensional objects. Applications such as Anatomy 4D, Measure and BBC’s Civilisation AR, enable students to use technology in a variety of ways across the entire curriculum. AR can be implemented throughout all stages in the syllabus, as students are required to creatively use technological devices to further enhance on their knowledge. Cross curricula activities can be introduced as students conform their knowledge to form networks and transmit data into images. Thus, as the advancement of technology is growing students should be given an opportunity to try new technologies, such as augmented reality, which helps build on and visualise their knowledge.

Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18, 7–22.

Ibáñez, & Delgado-Kloos. (2018). Augmented reality for STEM learning: A systematic review. Computers & Education, 123, 109-123.

Wu, Lee, Chang & Liang (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education, 62, 41–49.