Augmented Reality – Technology Summary
Augmented Reality (AR) is when virtual data such as text, pictures, or video is combined with what we see in the real world, for the purpose of enhancing the information we can perceive with our senses (Horizon Report, 2010). When American football is televised, the virtual line seen by viewers indicating the distance of the ball from the goal is a basic AR application. Special software registers and aligns virtual, visual overlays that can then be viewed using hardware such as a television, PDA or smartphone. Augmented reality is effective for learning procedural tasks in manufacturing and medicine as well as for providing digital information for simulations and investigations. The affordances provided by AR are well suited to pedagogical models such as cognitive apprenticeships, situated learning, and problem-based learning.
Advantages
- Can simulate dangerous situations and provide a safe practice environment (Stout, Bowers, & Nicholson, 2009)
- Can increase interest, effort, and on-task behavior, particularly when AR is used with the neomillenial generation (Brill & Park, 2008; O’Shea, Mitchell, Johnston, & Dede, 2007)
- Delivers up-to-date reference information in real time (Regenbrecht, 2007)
- Augments students’ experiences and interactions (Dede, 2007)
- Preserves task content (Henderson & Feiner, 2009)
- Can encourage collaboration and information sharing (Kiyokawa, 2007; Villano, 2008)
- Can extend the classroom into the real world environment (EDUCAUSE, 2005)
Disadvantages
- Instrument registration and modeling software are not always accurate (Haller, Billinghurst, & Thomas, 2007; Whitton & Wendt, 2009)
- Eye fatigue and inaccurate depth perception are problems with AR (Haller, Billinghurst, & Thomas, 2007; Rolland & Fuchs, 2000)
- May interfere with the user’s field of vision in the real world, leading to accidents (Cain & Armstrong, 2009)
- Some applications are expensive or proprietary and systems are not interoperable (EDUCASE, 2005)
- Currently no formula to determine the best amount of augmentation for a task (Lee, Kim, & Billinghurst, 2007)
- The potential for cognitive overload exists if too much augmented information is available (O’Shea, Mitchell, Johnston, & Dede, 2007)
- Privacy and security may become issues (Arrison, 2010)
Best Practices
- Choose hardware and software based on desired AR application (Haller, Billinghurst, & Thomas, 2007)
- Take advantage of existing technological infrastructure, i.e., PDAs, tracking markers (Wagner & Schmalsteig, 2007)
- Select appropriate amount of augmentation; just because information can be added doesn’t mean that extra information is helpful (Singer & Howey, 2009)
- Acknowledge that the use of some geospatial augmentations may expose private or secure locations (Arrison, 2010)
- Use AR to support procedural tasks such as assembly, maintenance and surgery (Regenbrecht, 2007; Tang, Owen, Biocca, & Mou, 2003; Zhang, Eagleson, & Peters, 2009)
- Use AR for problem-based learning and simulations (Stout, Bowers & Nicholson, 2009)
Apply this technology
How to Implement
 |
This Common Craft video explains how live digital imagery is augmented with content from the Internet. The video shows two examples of how a smartphone can be used to access and view a ‘layer’ of additional content on the smartphone screen. The last example shows how the image from a computer camera can be augmented with a ‘layer’ of content added to the image. |
 |
Junaio is an augmented reality browser that provides augmented content as well as allowing users to add layers of content that can be shared with others through social networks as seen in this video. |
 |
This video shows how an augmented reality advertisement for a magazine is created. It provides good insight to the process and how it works, especially if you want to show complex content such as interactive 3D images. Notice how the user can rotate the paper and the content rotates as well. |
Real World Examples
 |
History is brought to life in this video. A marker is used for the digital camera to recognize the code and then show the corresponding content overlaid on the camera image. In this case, a three dimensional Abraham Lincoln is delivering the Gettysburg Address. |
 |
Historical images can overlay reality so users can see how the building or area once looked years ago. |
 |
Augmented reality can be used in architecture. The printed marker in this video provides a three dimensional view of a two story house. It has been programmed such that with an additional keystroke, the inside of the house is viewable by first removing the roof and then the second story. |
 |
Math concepts are being illustrated using marked cards, called paddles in this video. In one example, moving the paddle cards closer together makes the diameter of a sphere decrease. Simultaneously, the student can see how the diameter, surface area, and volume change proportionately. |
 |
Central Park in New York City added QR Codes throughout the park so visitors could further enjoy the park in new ways such as providing a movie clip of an orchestra playing in the amphitheater when there is none there in reality or providing geologic information on a rock the visitor is standing on. |
 |
Real time procedural information, both visual and audible, can be provided to aid, for example, an auto mechanic. Although not stated, it is believed that the goggles worn by the mechanic are using visual image recognition to detect and properly overlay the content information. |
 |
Augmented reality can also interact with the physical world according to the laws of physics as shown in this video. The car in the video is the augmented reality while the table top and molded hills are real. Note that a physics programming engine is required for this capability. http://www.youtube.com/watch?v=X2DYCjvEw5A&playnext=1&list=PL9C0AD0B4B78896E4 |
 |
Follow this link to review a Handheld Augmented Reality Project (HARP). The PowerPoint presentation provides an interesting explanation of how augmented reality is being used for under-served middle school students. Students role play different characters in small groups to collaboratively solve a problem relying on content that is provided based on their GPS location. The available video allows you to see it in action. |
Practice
Browers
Different augmented reality browsers are available to view the content layers on digital media such as smartphones and computers. Content can be accessed based on GPS location solely; GPS location combined with the direction the phone is facing and its angle; image recognition; or recognizing a two dimensional marker such as a barcode-like image called a QR code. All these provide a means to access web-based content that can be layered onto the camera imagery. The content can be text, images, video, animation, or sound. An augmented reality browser must be downloaded to the device to access and view the content. Most browser companies offer users the ability to create, upload, and make their content accessible. The home page, tutorial page, and a developer’s sign up page for three example browsers are provided below.
 |
Home Page: http://www.layar.com/ Tutorial: http://www.layar.com/development/ Developer Sign Up: http://www.layar.com/development/make-layers/ |
 |
Home Page: http://www.wikitude.org/en Tutorial: http://www.wikitude.org/en/enadd-overlay-ar-2 Developer Sign Up: http://www.wikitude.me/w4/wme/login.jsp |
 |
Home Page: http://www.junaio.com/ Tutorial: http://www.junaio.com/publisher/examples Developer Sign Up: http://www.junaio.com/publisher/signup/user/new/from/myChannel |
Third Party Content Developer Software
Third party content developer software is a user-friendly means for non-programmers to create layer content. Hoppala provides a means to add GPS-based content. Daqri provides content based on a QR code. A QR code is a two-dimensional image similar to a barcode that once viewed by a reader, it presents the associated layer of information. The information can be text, images, 3D images, or even animation. The content creator can quickly and easily change the content associated with a QR code at any time. The home page and tutorial page for two software options are provided below.
