A Psychological Perspective on Learning with Augmented Reality

A School of Education Seminar hosted by the Learning Sciences Research Institute

Presented by Dr Jule M Kruger, Digital Education, Department of Educational Science, University of Potsdam, Germany

In augmented reality (AR), information is presented by combining virtual and physical elements. Learning scenarios can leverage this combination uniquely, providing learners with information through interactive and spatial representations which are contextualised in a physical environment. The technology necessary for this is already commonly available, for example in mobile devices like smartphones and tablets.   

Furthermore, outcomes of systematic reviews on AR in education in general suggest positive effects on learning processes and outcomes. However, the specific mechanisms that play a role for learning in AR are not yet fully established. In order to shed more light on the potentials of AR for education, the theoretical ARcis framework explores unique affordances of AR and elaborates the three characteristics contextuality, interactivity, and spatiality.  

Contextuality describes the integrated perception of virtual and physical elements, interactivity describes the manipulation of these elements in different ways, and spatiality describes the perception of spatial elements in 3D space. These characteristics can have an influence on learning processes and outcomes and can be leveraged for the design of systematic research. Furthermore, they can be used to develop AR experiences in a goal-oriented way.  

In addition to the theoretical framework, first empirical insights on the three characteristics and their influence on learning will be presented. Furthermore, first implications for the design of AR-based educational experience will be discussed.