Augmented reality i samspil med læring

Abstract

This master thesis’s goal is to research what makes augmented reality unique and what is needed to take into consideration when augmented reality is used in a learning context. The topic was researched through a design study which consisted of a State of the Art analyse of technologies and apps, a literature review of augmented reality cases and a usability test of Microsoft HoloLens. Form the usability test i interpreted that where were problems with the interaktion and this was due to poor perceived affordance and lack of feedback, however, this was offset by augmented realities seductive effect and the overall experience from the users was positiv. I conclude from the usability test that one should learn to use augmented reality before one can learn with augmented reality. From my design study i found that augmented realities interaction with digital content is not unique, but still have great value in the overall experience of augmented reality. The uniqueness comes from the contextual expanding of existing units and situations. From the state of the art analyse and the literature review i found great variation in how augmented reality was used, therefore i propose a breakdown of augmented reality into levels: basic augmented reality, interactive augmented reality, contextual augmented reality and true augmented reality. I considered that contextual augmented reality and true Augmented reality, have the highest potential in connection with learning and especially from a situated learning point of view, augmented reality can give the right information at the right time. Overall the thesis has led to some empirical and theoretical conclusions that elaborate on augmented reality, here is an overview of these conclusions: Empirical conclusions: • Usability issues with HoloLens occurred due to poor perceived affordance and lack of feedback. • Augmented reality has a seductive effect that gives users a good experience despite interaction challenges and poor usability. • One must learn to use augmented reality before one can learn with augmented reality. • Users can experience embodied interactions in the use of augmented reality. Theoretical conclusions: • Augmented reality’s advantage over other technologies is that the digital content can be contextually based and expand existing devices and situations. • Interaction with digital content is not unique, but still an important part of augmented reality. • Division of augmented reality into three levels and use of these levels in interaction with learning.

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A master thesis from Aalborg University

Augmented reality i samspil med læring

[Augmented reality in a learning context]