philip lelyveld The world of entertainment technology

Augmented reality in higher education: five tips to get started

The most common reason for AR remaining on the peripheries in higher education is not lack of appetite, but rather a general lack of knowledge about how to get these programmes off the ground.

At Jisc, we’re supporting universities that want to take AR into the lecture theatre. The focus of this work has been to ensure the technology is able to seamlessly integrate with the existing learning environment, rather than users having to spend time adapting to new ways of learning.

Here are five tips to get you started:

1. Consider the application: AR works especially well where it is difficult to expose students to real-life environments. One example where this has been used to good effect is cARe, a Jisc-funded project run by City University London to provide simulated clinical training to nurses, allowing them to enact scenarios based on patient care that mirrors the real world.
2. Simplify the subject material: If you work in a maths or science discipline you might not think AR is applicable to you, but actually it’s an excellent conduit for conveying abstract concepts. Using interactive visual simulations can better articulate complex themes that have no frame of reference in users’ minds. If you’re trying to communicate a topic that might be considered difficult, AR can be an effective route in.
3. Visualise your users: Think about who will be using the app and what learning environments they are used to. AR can be beneficial in very visual subjects, such as architecture, construction and engineering. Students are more likely to embrace technology when it feels natural and transparent, and is aligned to what they are used to doing.
4. Use resources you already have: The first question you should ask is: ‘What assets do I have that could be repurposed for my AR project?’ An app developed by Jisc with Leeds College of Music is a great example from further education that could quite easily be replicated in higher education. The institution was able to reuse existing digital media to help students to become more proficient in the use of music production equipment.
5. Test your ideas: Initial feedback might have told you that your student group is receptive to working with AR, but if you fail to consult them during the development cycle you could deliver something that is a long way removed from what they were expecting. Whatever you are creating, it is hugely important to test with a pilot group, ensuring the students find the solution useful and effective (and hopefully enjoyable too).

See the full story here: http://www.timeshighereducation.co.uk/news/augmented-reality-in-higher-education-five-tips-to-get-started/2018933.article