Mobile augmented reality interaction: an approach to the phenomenon

Abstract

Augmented Reality (AR) and geolocation are new attractive phenomenon, with great potential in the field of communication and knowledge construction. This paper is the result of an interinstitutional effort involving over eighteen hundred Spanish students which aims at contributing to a better understanding of the use of Augmented Reality for mobile learning. Our research focuses, in the first place, on the types of mobile devices used by the younger generations and the way they are being used, with an emphasis on geolocation and AR. We then turn to describing the potential of AR –a technology that combines a display of digital information and a view of the real world as captured by a mobile device– to create engaging learning experiences in field activities. But, prior to launching our students into this new learning scenario, which stretches far beyond the traditional classroom, it is necessary for us to locate AR resources by geoposition or tagging. Later on, those data will become accessible when within a specified range of distance from the tagged object. Alongside the benefits of its informal-formal activity structure, the possibilities for interaction are countless, including the ability to track the position and movements of all learners at any given time. On the downside, however interesting mobile Augmented Reality may result, when it comes to designing an educational activity, we need to cater for all types of mobile devices, not just the ones with a specific operating system and GPS capabilities.