Augmented Reality (AR) can be defined as “a real-time direct or indirect view of a physical real-world environment that has been enhanced/augmented by adding virtual computer-generated information to it” (Carmigniani & Furht, 2011, p.3). Using advanced AR technology helps enhance one’s current perception of reality by adding supporting digital information and interaction channels.
For successful deployment of AR, a number of infrastructural factors have to be well established. Elements such as bandwidth, device processing power and quality of cameras and displays are important. But the most pertinent factor is the penetration of mobile and handheld devices in the existing market as well as the potential for future growth. Hence for places like Hong Kong and the neighboring Pearl River Delta region, the time for AR has arrived. Clearly, there is good potential to develop AR applications for educational purposes.
A common element within Hong Kong higher education institutions is the use of digital technologies to facilitate teaching and learning. The terms “e-learning” or “blended learning” are thus well used and recognized, and they denote the fully-fledged deployment of learning management systems as an institutional strategy to enhance student engagement in learning. On the other hand, there are indications that the use of blended learning lead to improved learning outcomes (Russell, 2001; US Department of Education, 2009/2010), and use of technology in blended learning encourages independent learning (Garrison, 2003).
Hence, this project aims to develop a blended learning environment supported by innovative digital technologies (in this case, a combination of Augmented Reality, mobile technology and LMSs) whereby students will be motivated to learn , engage in learning activities, and share their learning experiences.
Carmingnani, J., & Furht. B., (2011). Augmented Reality: An Overview, Handbook of Augmented Reality, Springer-Science and Business Media.
Garrison, D. R. (Ed.). (2003). E-Learning in the 21nst Century: A Framework for Research and Practice (2nd ed.). London: Routledge/Falmer.
Russell, T. (2001). The no significant difference phenomenon. In R. NC (Ed.), A comparative research annotated bibliography on technology for distance education (5th ed.): The International Distance Education Certification Center.
US Department of Education. (2009/2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.