The integration of digital information with the user’s environment in real time. The real-time use of information in the form of text, graphics, audio and other virtual enhancements integrated with real-world objects. Morton Heilig in the year 1957 developed the first augmented reality Development of AR began in 1968, when the first head-mounted display system was founded by Ivan Sutherland. The term was coined in 1990 by scientist and researcher Thomas P. Caudell during the development of one of the most famous aircraft in the world: the Boeing 747 DIFFERENCE BETWEEN ar & VR Marker-based AR works by scanning a marker which triggers an augmented experience (whether an object, text, video or animation) to appear on the device. The most common markers used are two-dimensional QR codes. Short for quick response device's camera recognizes the machine-readable barcode and responds by producing visual effects  can be used with mobile devices, such as a smartphone or tablet Markerless AR uses a device's camera, location software, and accelerometer to detect positional information, including the orientation of different objects and the space between them.  doesn't require image recognition to produce visual effects. AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time. As Confucius said “I hear and I forget; I see and I remember; I do and I understand”. AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students. AR helps students to experience a different learning cycle that will make them retain more knowledge for a longer period of time. As Confucius said “I hear and I forget; I see and I remember; I do and I understand”. AR has been used to complement curriculum. Texts, graphics, videos and audios can be superimposed into a student’s real-time environment. Textbooks, flashcards, and other materials can be embedded with markers or triggers that when scanned by an AR device produces supplementary information to the students. ADVANTAGES It helps with the learning process Creates unique customer experiences Removes cognitive overload Creates user engagement DISADVANTAGES Expensive to develop the AR technology based projects and to maintain it. Moreover production of AR based devices is costly. Lack of privacy is a concern in AR based applications. In AR, people are missing out on important moments. Low performance level is a concern which needs to be addressed during testing process. It requires basic learning to effectively use AR compliant devices.

1. AR APPLICATIONS – THE NEXT TREND
IN EDUCATION
Slides by Neethu
Phd scholar cukerala

2. AUGMENTED REALITY
• The integration of digital information with the user’s environment in real
time.
• The real-time use of information in the form of text, graphics, audio and
other virtual enhancements integrated with real-world objects.
• Morton Heilig in the year 1957 developed the first augmented reality
• Development of AR began in 1968, when the first head-mounted display
system was founded by Ivan Sutherland.
• The term was coined in 1990 by scientist and researcher Thomas
P. Caudell during the development of one of the most famous aircraft in
the world: the Boeing 747

3. DIFFERENCE BETWEEN AR & VR
AR VR
• completely virtual
• users are controlled by the system
• requires a headset device
• uses a real-world setting
• users can control their presence in the
real world
• can be accessed with a smartphone.

4. TYPES OF A R

5. • Marker-based AR
o works by scanning a marker which triggers an augmented experience
(whether an object, text, video or animation) to appear on the device.
o The most common markers used are two-dimensional QR codes.
o Short for quick response
o device's camera recognizes the machine-readable barcode and
responds by producing visual effects
o can be used with mobile devices, such as a smartphone or
tablet
• Markerless AR
o uses a device's camera, location software, and accelerometer to detect positional
information, including the orientation of different objects and the space between
them.
o doesn't require image recognition to produce visual effects.

6. BENEFITS OF A R
• Easy access to learning materials
anytime, anywhere
• Immersive practical learning
• No need for any special equipment
• Student engagement and increasing
interest
• Improved collaboration capabilities
• Guarantees safe learning environment
• Learning process which is effective and
faster
• Practical learning
• help teachers create lesson plans with
multisensory experiences
• helps students to remember the
acquired knowledge for a longer period

7. A R APPLICATIONS
• Vuforia
• Wikitude
• AR Core
• AR kit
• AR toolkit
• Roar
• Google Expeditions
• Unite AR
• 8th wall
• Blippar
• Plug XR
• Zapworks
• Armedia
• Dinosaur 4D+
• Element 4D
• Animal 4D+
• Xeropan
• FluentU
• Spacecraft AR
• Snapchat
• Assemblr Edu
• Lens
• Mondly AR
• ARloopa

8. AR IN CLASSROOM
• AR helps students to experience a different learning cycle that will
make them retain more knowledge for a longer period of time.
• As Confucius said “I hear and I forget; I see and I remember; I do and I
understand”.
• AR has been used to complement curriculum. Texts, graphics, videos
and audios can be superimposed into a student’s real-time
environment. Textbooks, flashcards, and other materials can be
embedded with markers or triggers that when scanned by an AR device
produces supplementary information to the students.

9. STUDIES BASED ON AR
• A study conducted by Kucuk et al. found that teaching English courses at primary and
secondary school levels using AR technology increases learning motivation, improves learning
performance, and enables students to exert minimal effort to acquire the knowledge. The
study further identified that the students who used AR applications in English courses scored
high in English reading, comprehension, listening, and speaking skills compared to those who
relied on traditional textbook based classroom learning. Augmented Reality training allows
teachers to leverage multimedia learning environments, such as images, texts, audios, 3D
objects, 2D or 3D animations and videos depending on the learning objectives. Well-
designed Augmented Reality learning environments can decrease the cognitive load of
students at junior high school levels, ensure effective learning, cultivate problem solving
skills, improve learning outcomes, and develop a positive attitude towards comprehending
complex concepts.

10. • Huang, et al. (2016), with the help of the Col AR mobile application,
explored the effectiveness of coloring activities using AR technologies in
early art education. It was seen that children enjoyed playing with
them and were able to control, interact and design with AR application
well. Also, teachers were of the opinion that AR helped promote
children’s development.
• Mustafa and Ebru (2018) explored on effects of augmented reality on
student achievement and self-efficacy in vocational education and
training. It focused on the influence of AR on learner’s achievement and
self-efficacy in vocational education and learning. Hardware AR was
developed for conducting this. By using AR, students were able to get a
better understanding of the topic on assembling process in a short
period of time.

11. • Kelpsiene (2020) conducted a study on the usage of books containing augmented
reality technology in preschool education. It discloses augmented reality functions,
digital tools and smart devices that are supplemented in the Lithuanian language
books for preschool children. The result shows that books with augmented reality
technology are perfectly suitable for developing the skills of cognition of the
environment, exploration, perception, and expression of emotions and artistic
expression within the learners.
• Mustafa and Hasan (2020) investigated on the effect of using augmented reality and sensing
technology to teach magnetism in high school physics. The study aimed at an instructional
instrument, named MagAR, for teaching magnetism, with the help of AR and sensing
technology. It focused on learner’s view on AR as well as their academic achievement and
educational process. Mixed-method was used for conducting this. The result shows that AR
helps a lot in teaching and learning physics as both visual and textbook components are
used. They expressed more self-confidence, participation, comfort and high academic
improvement while using AR. It also manifested that AR is better to be used as a
supplementary in labs rather than in classrooms.

12. • Dalim, et al. (2017) conducted a study on teach AR: An interactive augmented tool
for teaching basic English to non-native children. This tool was introduced to teach
young students about colours, shapes, and spatial relationships in English. The
sample were non-native learners of English from age group 4 – 6 years. The
researcher compared traditional method of teaching to their tool and found out
that it was able to produce trump learning outcome than the other. AR based
learning methods was relished by the learners.
• Techakosit & Nilsook (2015) explored on using Augmented reality for teaching
Physics. The study focused on how AR can effect teaching and learning of students
on the topic Electromagnetism. For this, a prototype was created using 3D max
and build AR. The population was collected from Department of Science education
as well as high school physics teachers with a sample size of 15 and 11
respectively. The result showed that AR can be used in higher education for both
the purpose.

13. • Luckin & Fraser (2011) pointed out that due to very little work done in
formal evaluation of AR applications; there is a lack of a deep and
systematic understanding of how AR can improve learning. The authors
designed and analyzed the impact of AR application on young learners.
The results show that AR has the potential to enhance child education,
motivate them and engage them with in-game learning activities. In
addition, for effective use of AR applications, the parents and the
teachers should also be advised how to use the applications. The authors
also highlight the potential challenges like technical and usability issues
in developing the AR applications.
• Borrero & Marquez (2012) developed an augmented remote laboratory
that enabled teachers to work remotely in classrooms. The results showed
that AR application increases motivation, achievement and interest in the
concepts making it an effective and useful system for the learners.

14. • Rambli et al. (2013) also presented the design and evaluation of a desktop based
AR alphabet book using flashcards for pre-school children. The results showed
that the kids liked the book and wanted to use it repeatedly for learning. The
teachers also showed positive views about the book as it grabbed kids’
attention.
• Chiang et al. (2014) proposed a mobile based AR learning system to perform
inquiry-based learning tasks for elementary school science course. The results
showed that the application improved students’ learning achievements,
motivations, satisfaction, confidence and attention.
• Kucuk et al. (2014) developed an AR app for teaching English to secondary school
students to analyze the relationship between the attitudes, achievement and
cognitive load of the students. The outcome of the study showed that the
students liked the application and were satisfied with it as it reduced their
cognitive load levels as well as improved their achievement level.

15. ADVANTAGES
• It helps with the learning process
• Creates unique customer experiences
• Removes cognitive overload
• Creates user engagement
ADVANTAGES AND DISADVANTAGES

16. DISADVANTAGES
• Expensive to develop the AR technology based projects and to maintain
it. Moreover production of AR based devices is costly.
• Lack of privacy is a concern in AR based applications.
• In AR, people are missing out on important moments.
• Low performance level is a concern which needs to be addressed during
testing process.
• It requires basic learning to effectively use AR compliant devices.

17. QUERIES??