Abstract
Augmented Reality (AR) is an emerging technology that could benefit learning experiences through the integration of digital multimedia. AR superimposes graphic content onto a real view of the world, shaping the way we perceive and interpret information. Benefits and challenges of using AR as an educational tool, with a focus on science and technology education, were identified through a review of the literature, immersion in the industry through an internship and in-depth interviews.
Semi-structured interviews were conducted with a range of stakeholders, including technology developers, designers and educators. The interviews explored the stakeholders’ perceptions on the production and use of AR for educational purposes. The data identified professional perceptions of a number of barriers, including lack of software content and authoring tools, resistance to technology stemming from teaching philosophies and awareness, costs and usability. The benefits included promotion of spatial and collaborative learning, designing AR experiences, 3D storytelling and the accessibility of digital content for both producing and using AR.
The major effort for this thesis includes the creation of a creative component, which is an AR book titled Locked in Ice. This book communicates climate science and evolution through a prehistoric journey of Antarctica. Fossils are augmented to recreate prehistoric creatures and other past forms of life in Antarctica. The objective was to design, create and implement augmentations for the book, which was informed by the literature review, current knowledge from geological experts, and research results from this thesis.