Augmented Reality: Creativity with Aurasma

Augmented Reality (AR) is an emerging technology that provides users with an enhanced real-world context by overlaying it with virtual information, which may include text, images, video clips, sounds, 3D models and animations (Bower, Howe, McCredie, Robinson, & Grover, 2014; Wu, Lee, Chang, & Liang, 2013). AR can be used to create authentic, contextualised and interactive learning tasks, which makes it an excellent tool to encourage student engagement (Kiryakova, Angelova, & Yordanova, 2018).

Aurasma

One popular AR program is Aurasma, which uses the image-recognition capabilities of smartphones or tablets to overlay virtual objects on top of real world images. Aurasma differs from many other AR technologies as it allows for design-based learning, which, according to Bower et al. (2008), is much more effective in encouraging higher order thinking skills than “pre-packaged” (p. 7) AR learning tasks.

Fostering creativity with design-based learning

Design-based learning tasks foster creativity by giving students direct control over the outcome of their projects, which allows them to be imaginative and experimental (Bower et al., 2008). Furthermore, observation and interviews suggest that students find design-based AR projects challenging, motivating and enjoyable (Bower et al., 2008), which are important requisites for creative ideas (Hennessey & Amabile, 2010).

A further appeal of design-based learning AR tasks is that they draw on a range of diverse skills, including those relating to research, technology usage, and critical thinking (Bower et al., 2008). The opportunity to build these skills will assist students in developing ACARA’s (2016) general capabilities, such as ‘critical and creative thinking’ and ‘information and communication technology capability’.

Potential limitations

The diverse skills required to use Aurasma can also present learning challenges, however. If students lack skills in spatial navigation, problem solving, technology manipulation, or mathematical estimation, the learning benefits of the task may be compromised (Wu et al., 2013). As such, teachers must ensure that appropriate support is provided so that the utility of AR as a learning tool can be maximised.

Additionally, issues with software, Internet connection, cameras, and other technological factors will inevitably arise. However, teachers will take comfort in knowing that these technical problems are usually not serious enough to prevent the task from being completed or to diminish the enthusiasm of students (Di Serio, Blanca Ibanez, & Delgado Kloos, 2013).

References

ACARA. (2016). General capabilities. Retrieved from https://www.acara.edu.au/curriculum/general-capabilities.

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education – cases, places and potentials. Educational Media International, 51(1): 1-15.

Di Serio, A., Blanca Ibanez, M., & Delgado Kloos, C. (2013). Impact of augmented reality system on students’ motivation for a visual arts course. Computers & Education, 68, 586-596.

Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61: 569-598.

Kiryakova, G., Angelova, N., & Yordanova, L. (2018). The potential of augmented reality to transform education into smart education, Journal of Association for Information Communication Technology, Education and Science, 7(3): 556-565.

Wu, H., Wen-Yu Lee, S., Chang, H., & Liang, J. (2013). Current status, opportunities and challenges of augmented reality in education. Computers & Education. 62, 41-49.