Confronting an augmented reality

dc.creator	John Hedberg
dc.creator	Robert Fitzgerald
dc.creator	James Steele
dc.creator	Anna Wilson
dc.creator	Matt Bacon
dc.creator	Danny Munnerley
dc.date	2012-08-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:26:32Z
dc.date.available	2015-08-12T11:26:32Z
dc.identifier	10.3402/rlt.v20i0.19189
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/866c944c39e64747a5fcc3643ffeac7c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30339
dc.description	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.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/view/19189/pdf_1
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 20, Iss 0, Pp 1-10 (2012)
dc.subject	augmented reality
dc.subject	immersive learning
dc.subject	cognitive dissonance
dc.subject	variation theory
dc.subject	constructionism
dc.subject	international
dc.subject	moving learners
dc.subject	pioneering uses
dc.subject	enthusing learners
dc.subject	mainstreaming
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Confronting an augmented reality
dc.type	article