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.