Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/28105
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: Confronting an augmented reality
Author(s): Munnerley, Danny
Bacon, Matt
Wilson, Anna
Steele, James
Hedberg, John
Fitzgerald, Robert
Keywords: augmented reality
immersive learning
cognitive dissonance
variation theory
constructionism
international
moving learners
pioneering uses
enthusing learners
mainstreaming
Issue Date: 2012
Citation: Munnerley D, Bacon M, Wilson A, Steele J, Hedberg J & Fitzgerald R (2012) Confronting an augmented reality. Research in Learning Technology, 20 (Supplement), pp. 39-48. https://doi.org/10.3402/rlt.v20i0.19189.
Abstract: How can educators make use of augmented reality technologies and practices to enhance learning and why would we want to embrace such technologies anyway? How can an augmented reality help a learner confront, interpret and ultimately comprehend reality itself? In this article, we seek to initiate a discussion that focuses on these questions, and suggest that they be used as drivers for research into effective educational applications of augmented reality. We discuss how multi-modal, sensorial augmentation of reality links to existing theories of education and learning, focusing on ideas of cognitive dissonance and the confrontation of new realities implied by exposure to new and varied perspectives. We also discuss connections with broader debates brought on by the social and cultural changes wrought by the increased digitalisation of our lives, especially the concept of the extended mind. Rather than offer a prescription for augmentation, our intention is to throw open debate and to provoke deep thinking about what interacting with and creating an augmented reality might mean for both teacher and learner.
DOI Link: 10.3402/rlt.v20i0.19189
Rights: Copyright D. Munnerley et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0) license (http://creativecommons.org/licenses/by-sa/3.0/) permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited

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