Document Type
Article
Journal/Book Title/Conference
Technology, Instruction, Cognition and Learning
Volume
1
Issue
4
Publisher
Old City Publishing
Publication Date
2004
First Page
323
Last Page
357
Abstract
Augmented reality (AR) is an emergent class of interface that presents compelling possibilities for advancing spatial visualization. We offer a brief overview of AR technology and current research with in the educational realm. AR interfaces appear to provide a unique combination of visual display properties, modes of user manipulation, and interaction with spatial information. Drawing upon aspects of proprioception and sensorimotor function, we discuss how AR may have a unique and powerful link to spatial knowledge acquisition through visuo-motor involvement in the processing of information. We identify key properties of AR interfaces and how they differ from conventional visualization interfaces, followed by a discussion of theoretical perspectives that make a case for learning spatial relationships using first person manipulative AR.Recent research provides evidence that this form of AR holds cognitive advantages for learning when compared with traditional desktop 2D interfaces. We review the visual-physical connections to learning using first person manipulative AR within educational contexts. We then provide some suggestions for building future research in this area and explore its significance in the realm of spatial knowledge acquisition.
Recommended Citation
Shelton, B. E., & Hedley, N. R. (2004). Exploring a cognitive basis for learning spatial relationships with augmented reality. Technology, Instruction, Cognition and Learning, 1(4). 323-357.
Included in
Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons
Comments
Originally published by Old City Publishing. Abstract available through remote link. Subscription required to access article fulltext.