Mixed reality

When I was still teaching, we introduced augmented reality (AR) into our Academy. The physical fabric of our learning spaces was overlaid with digital information: if you scanned parts of the French classroom, you could experience audio and visual French overlays; our Yearbook came to ‘life’ with a range of multimedia content which was generated, edited and embedded by the students; we had school knowledge hunts where we searched for the hidden AR content; Year 11s worked to make year 8 text books interactive using AR.

The students loved working with AR; it was a technology which still excited them. One Year 7 referred to it as ‘Harry Potter magic’.

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With regard to the presence which was effected by AR, we were creating presence as ‘it is here’: bringing the virtual into the real; yoking it to the physical.

We also used 3D – we worked with Gaia Technologies – and our students could ‘walk through’ a range of 3D immersive environments, from the rainforest to the trenches, from a slave ship to a submarine. They could also see inside the body, witness and replay complex chemical reactions and explode and reconstruct the mechanics of a tractor. 3D offered a different type of presence, a presence as immersion, what Lombard and Ditton refer to as ‘perceptual and psychological immersion’ (1997)*.

WuH.-KWu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013), explore the status, opportunities and challenges of augmented reality in education.  In outlining and summarising some of the key educational benefits which AR affords, they note four principle possibilities (p.2):

Benefits of AR

Defining AR, they use Klopfer’s definition (2008) ‘any technology that blends real and virtual information in a meaningful way’, what they term a ‘mixed reality’ (ibid p.4).

Citing Brosnak (2011), WuH.-KWu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. highlight that AR as a mediated experience affords learners a sense of  presence, immediacy and immersion (p.8):

AR presence

They posit that AR ‘could provide a mediated space that gives learners a sense of being in  place with others’ (ibid, p.8) what Lombard-Ditton would define as ‘we are together’.

Milgram et al (1994) proposed a ‘Reality-Virtuality’ continuum, ranging from a completely ‘real’ environment to a completely ‘virtual’ one. AR and AV (augmented virtuality) are the two elements which comprise the mixed realities which form this continuum. In a few weeks, we will, via Second Life, be inhabiting a virtual world with our peers on the course. It will be fascinating to experience how ‘present’ we feel within this virtual world. Karen has already got me worried…

Karen Second Life