What is Augmented Reality?
Augmented Reality (AR) systems can be defined as those that allow real and virtual objects to coexist in the same space and be interacted with in real- time (Azuma, 1997). It is used to enhance natural environments and offer perceptually enriched experiences. Steve Mann, a well-known researcher and inventor best known for his work in AR, created a device called scratch input, which creates sound when a nail or object is dragged across the surface. This device and similar devices have been used in classrooms, the police force and in the medical field to help develop and advance skills.
Scratch input using geophones.
Pedagogical Implications
Within a classroom there are many beneficial applications that can be used to benefit students in their learning. One of the ones that I liked the most while experimenting with different types of applications was AR flashcards- Animal Alphabet, which would be suitable for kindergarten. Being a kindergarten teacher, specifically at the beginning of the year students can have many difficulties in learning and memorising their alphabet. This application would be very beneficial in engaging and assisting many students in learning their alphabet.
Another interesting application that can be used throughout the classroom would be space 4D+, where students are given the opportunity to explore and discover how different planets look and find out different information about the planets. This would link to the stage 3, science curriculum as students learn that earth is a part of a system of planets that orbit around a star (the sun). As mentioned by Kerawalla et al., (2006), providing students with an opportunity to make things look real, engages students more, and they perceive it more as play rather than learning.
Overall, most of the AR applications available, are affordable for schools to implement. There are many different types of AR applications on the market, to implement across the curriculum through different stages. A majority of AR applications require limited scaffolding to implement, allowing students and teachers to simply employ creative and critical practices.
All images are my own, unless otherwise stated.
References
Azuma, R. (1997). A survey of augmented reality. Presence, 6(4), 355-385.
https://www.australiancurriculum.edu.au/Search/?q=acssu078
Kerawalla, L., Luckin, R., Seljeflot, S., Woolard, A. (2006). ‘Making it real’: exploring the potential of augmented reality for teaching primary school science. Virtual Reality, 10(3-4), 163-174. doi: 10.1007/s10055-006-0036-4
Digital Creativity and Learning 
Hi Abeer!
Thank you for sharing your blog about augmented reality and AR flashcards. It was very interesting to read after trying out the flashcards in the tutorial for myself. It was also great to see that you have considered how AR flashcards could be used across different stages. I had a chance to try AR Flashcards Space in the tutorial and found that the virtual graphics display of the planets appeared to be very animated compared to the structure of the planets in real life. For example, planet Earth was just a sphere with green, blue and white marks that did not illustrate land/ countries. Do you think this also applies to the content in other AR Flashcards? If so, what do you think some of the implications/ challenges this may cause as a teaching resource?
Keep up with the great blogs!
Thi
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