Abstract
AR is where embedded animations, video clips, 3D graphics ‘come to life’ when a SMART device is help up to an image, which ‘triggers’ the media. There has been significant interest in this technology, especially with the potential of AR Head Mounted Displays (HMDs), leading to investment by corporations such as Microsoft and HoloLens; however there is a gap in the literature around the evaluation of the pedagogical potential when embedding this technology into Higher Education classroom contexts.
In line with QAA benchmarks (QAA 2013) our University is moving towards developing graduate attributes, and early connections with ‘softer skills’ are embedded through Personal Development Planning (PDP) module. The PDP module, taken by our first year computer gaming and technology students has a history of lack of engagement and a poor submission rate. Initial research showed that STEM students in particular can be reluctant to engage with the ‘employability’ agenda (CB1I/Pearson 2013; Harris 2014; UKSES 2014). Our response was to use an Action Research methodology to explore and address these issues (c.f. Norton, 2009), including our students as part a participative research process.
Working with Aurasma, a free ‘App’ that enables the creation of AR artefacts, the curriculum was redesigned placing the development of an AR artefact at the core of the module. The brief for students was to create an artefact based on some aspect of the library, and to keep a blog of group interactions and reflections. To support a more critical approach, the lecturing team modelled a ‘video research focus groups’ in class, where the authors (Holley, Hobbs and Paraskevopoulos) were filmed facilitating the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others.) were filmed facilitiaing the focus groups, and observed by the rest of the students who participated by offering suggestions for questions and feedback on the work of others. Our early findings show positive engagement and improved submission rates, and our interactive workshop will invite ALT_C participants to come and bring their SMART devices and discover the planning, process and results of our project through a series of AR artefacts produced by project participants, both staff and students.
1. Augmented Reality (AR) meets Action Research: a
workshop (re) conceptualising a year one
gaming/computing curricula
Dr. Debbie Holley Bournemouth University
(dholley@bournemouth.ac.uk)
Dr. Mike Hobbs – Anglia Ruskin University
(mike.hobbs@anglia.ac.uk)
Dr Ioannis Paraskevopoulos – Anglia Ruskin University
2. This Workshop – 3 phases
• Brief Overview of
Augmented PDP Project
• Viewing / Creating AR
Artefacts
• What next – open
discussion on future
course design.
(meanwhile, while we do the
talky bit, its OK to download
the free Aurasma APP from
App Store (iOS) or
GooglePlay (Android) )
You can download this
powerpoint with the
instructions from slideshare:
ALT-C Shaping the future of learning
together 8-10 Sept 2015
3. The Augmented PDP Project
To engage ARU
staff and
students in
broadest context
with innovative
technology
To offer ARU
students extra-
curricula
opportunities to
enhance their
CV
Part of a
University LTP
project:
http://www.lta.anglia.
ac.uk/
To explore the
affordances of
Augmented
Reality for
inside/outside
the classroom
ALT-C Shaping the future of learning
together 8-10 Sept 2015
4. The Year 1 Computing/Gaming
PDP Problem:
• Personal Development Portfolio sessions
needed to deliver basic academic skills
• BUT failed to engage students from the first
year Computing and Gaming Technology
course. – lack of submissions, affected
progression
• So we needed something to act as a practical
focus around which the skills could be utilised
ALT-C Shaping the future of learning
together 8-10 Sept 2015
5. Augmented PDP: pedagogic approach
• Students Introduced to the Aursama AR app
• Working in groups outside the class, students created augmented
team logos
• Students were encouraged to plan, script and create an aura for a
book used in their course .
• Supporting materials posted on the VLE with support provided via
discussion boards and comments on their group blogs.
• Research skills to underpin future project work modelled – students
took part in ‘Fishbowl’ sessions where they fed staff questions as
groups were filmed talking about their experiences
• Following ‘flipped classroom principles’ and drawing upon Vygotsky
(see Cook, J. (2010) Mobile phones as mediating tools within augmented contexts for
development.International Journal of Mobile and Blended Learning, 2 (3). pp. 1-12. ISSN 1941-8647 )
ALT-C Shaping the future of learning
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6. Results
• Student comments and responses from a
questionnaire were positive.
• More students submitted the ‘PDP check list’
demonstrating skills in:
– Group work, report writing, research, referencing,
presentation, blogging, time / project
management
You can download our draft paper from ‘Augmented@ARU’
ALT-C Shaping the future of learning
together 8-10 Sept 2015
7. Getting started with Aurasma
1. Download app.
2. Open / start app (skipping intro)
3. Use menu (tap on at at the bottom of the screen)
4.
3. Use the viewfinder and hold over a trigger.
Aurasma is a free App the enables you to follow existing ‘channel’ and
view premade resources
We will now set up the App on the devices, and start to work towards
creating our posters
Sequence:
In small groups, download app, then we will explore some existing
examples to get ideas
We will make an aurasma aura using the built in animation
ALT-C Shaping the future of learning
together 8-10 Sept 2015
8. Download
and Install
For Apple / IoS from
AppStore or for
Android from Playstore
– search for ‘Aurasma’.
The Anglia Ruskin University
Augmented Reality Project
Mike Hobbs & Debbie Holley
See our project website:
http://augmentedaru.org/
ALT-C Shaping the future of learning together 8-10 Sept 2015
9. Starting
Aurasma
For the first time use
you will get a
‘Welcome To Aurasma
tutorial’, swipe left to
proceed to the sign-in
page and select
‘>>skip’.
No need to log in or
create an account at
this stage.
ALT-C Shaping the future of learning together 8-10 Sept 2015
10. Viewfinder
The App starts on the
‘viewfinder’ page –
with pulsating white
dots on the screen.
Tap on the at the
bottom of the screen
to get to the set of
available auras and the
menu icons at the base
of the screen.
ALT-C Shaping the future of learning together 8-10 Sept 2015
11. Menu Page
Use the search icon:
to get to the search
page. look for one of
the channels on the
cards e.g ‘books4U’,
from the list of
results, ‘select the
books4U Public Auras’.
ALT-C Shaping the future of learning together 8-10 Sept 2015
12. Search
Type in ‘books4U’, in
the text box.
From the list of
results, ‘select the
books4U Public
Auras’.
ALT-C Shaping the future of learning together 8-10 Sept 2015
13. Follow
Click on the ‘Follow’
box in the top right
hand corner – this
should change to
‘following’.
You are now ready to
select the viewfinder
icon: [ ] and aim your
camera at a trigger
image, once it is
recognised the media
for the aura will play.
ALT-C Shaping the future of learning together 8-10 Sept 2015
14. ‘Quack Attack’
Group images:
‘Sports in Society’ Book with
weightlifting aura.
Group members in the library
using Aurasma
QR code for the group’s
Aurasma Channel : ‘Quack
Attack’
http://auras.ma/s/bqWlb
Group member showing aura
for the end point of their
directions.
Short video of following
direction based auras:
http://youtu.be/FN3F_0hYv-Q
ALT-C Shaping the future of learning
together 8-10 Sept 2015
15. ‘Button Bashers’
Group I
C# Programming Yelow
Book ‘The Rubber Duck
Edition’
This is a book taken from
the library that is part of
the reading for their
course.
Aura showing initial views
of the subject! Channel
‘PDP LFG’
Video showing
demonstration of Aura:
http://youtu.be/yWONzkg
B8J8
ALT-C Shaping the future of learning
together 8-10 Sept 2015
16. ‘NukeIn’ Group
Aursama Channel
‘lankybean’
Logo, triggers an aura of an
image made from nuclear
warning signs.
‘Beginning Math and Physics, for game
programmers’ : Aura shows calculations
from the cover and an image of a raduis for
the trigger on page 56:
ALT-C Shaping the future of learning
together 8-10 Sept 2015
17. Red Squadron
Group I
Showing Library ‘this way’
aura and triggers based on
room numbers.
Aurasma Channel
‘RedSquadron’
ALT-C Shaping the future of learning
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18. Our project blog:
• Mike to insert image and url?
Our Blog site http://augmentedaru.org
ALT-C Shaping the future of learning
together 8-10 Sept 2015
19. Augmented Reality and Posters
Briefing document about Augmented Reality and Learning
http://www.jisc.ac.uk/inform/inform35/AugmentedReality.html
The benefits of e-posters
http://www.sconul.ac.uk/sites/default/files/documents/7_15.pdf
Augmented Reality Reading list:
http://readinglists.anglia.ac.uk/lists/DBBCD9D9-98C9-8B7B-2975-
3BBAB6E613AB.html
ALT-C Shaping the future of learning
together 8-10 Sept 2015
Editor's Notes
Monday Group 4 (4 interviewed) Quack Attack (aurasma channel http://auras.ma/s/bqWlb) Channel works, along with video clips of directions around campus and trigger images.
The students chose the course because it was enjoyable and they liked technology side. One student has a big interest in coding and games and wants professional recognition through the degree.
Some previous knowledge of AR. The project was really enjoyable and they had fun doing it. They made a couple of small auras including a couple of arrows to appear when moving around campus. They communicated through WhatsApp. Important developments were put up on the blog. Auras could be used within pages to show videos which explain complex ideas.
This group seemed to enjoy the task and worked well together.
Monday Group 1 (1 student interviewed, 4 in group) ‘Button Bashers’ (PDP LFG is their channel,) LFG = lighting fast gamers, note that if you search for this channel there is a space between PDP and LFG
Student has had an interest in gaming for a long time and enjoys it. He is particularly interested in gaming backgrounds. This is his first choice university; he likes broad knowledge aspect of course.
AR project: no previous knowledge. Had background skills? No but it was easy. Created auras to help each other and classmates identify books. Make quick video to summarise large books. As a group: use 1 machine where 1 person codes and 3 people watch and comment OR use 4 machines next to each other. Has a blog on VLE website. Not used it much.
Was more comfortable talking about what he had done rather than himself and his background. The group seemed to have made some progress overall.
Video shows the ‘Rubber Duck’ C# programming book and a demonstration of a simple aura.
Extracts from their blog:
Hello for the Final time....
Even though we have not been able to post as much to the blog as we really would have liked, meeting up as a group have been difficult due to circumstances like having to work, or having assignment deadlines (A)
Overall the work that we have done in regard to Augmented Reality has been interesting, and is something we can look back on with future study (L)
Being part of a group of hard working individuals has been a good process as has developed personal skills:
- Time management (being able to try and work out a time when we are all available to meet up as a group)
- Spoken Communication (being able to talk professionally and sensibly)
Admittedly there sometimes has been a lack in judgement and sillyness at times but that also comes down to being able to keep a clear head and not get too stressed. Being able to act the fool sometimes can be a nice break (S)
-Critical reflection (Although trying to give feedback on OURSELVES can be hard, being part of a group, gives the opportunity to have feedback from how the rest of the group sees eachother) (M)
- Working with different skills (each member of our group also was able to bring something else to the table in regards to the work and personal development, be it programming experience in the past, work not necessarily related to computer gaming, or just mainly having a good general attiude and bonding ability to get work done
Overall, even though at the beginning this Personal Development Planning we thought was a waste of time, its has been able to give us the acknowledgement of our personal skills and our strengths and weaknesses.
Tuesday Group 2 (3 interviewed, 4 group members with mainly 3 working) NukeIn
Channel Lankybean
Auras for
Logo – nuclear explosion with radiation symbol superimposed.
Beginning Math and Physics, for game programmers by wendy stahal
Page56 chapter 2 - Radius
The students went on the course because they wanted to go to university, not for any specific career prospects. Did the group have any previous knowledge of AR? Yes from various sources.
They haven’t got around to going to the library. 1 student had tried to use the Aurasma app and had found it easy. This group seems extremely unmotivated and unable to make any progress without clear supervision. They get most of their information from the VLE, not from the library. They usually use google and YouTube to find out information.
They made a group logo. They communicated face to face in class and used Facebook and Steam to communicate out-of-hours. Ultimately, do you think having done the group task will help you? “It’s a bit of a pain but it will help.”
Tuesday 9am Group 1 (5 in group – mainly 3 working, 2 interviewed) Red Squadron created some artefacts including a set of arrows around the campus. Trigger Your success … Lab028, Lab027, Lab005, with library this way image, channel is ‘redsquardron’. Also the book 'Evolution' by Mark Ridley.
The mic was turned off until halfway through so this is a summary of the last half of the video.
They used the Aurasma app to show an animation using the logo (similar to other groups) and communicated using the college email system. Not blogged as much as they should have. Anything related to the library? Put an aura over a book found in the library. They also created some auras around the college which showed signs that pointed to the library for new students.