QUIVER

Augmented reality (AR) allows for virtual elements such as graphics, text and audio to be combined with the real world (Green, Green and Brown, 2017). QuiverVision (2016) (Quiver) is an AR program that provides colouring in sheets to be printed and physically coloured in. A device is used to scan and transform the picture to a virtual 3D model. Quiver is a simple and engaging program to experiment with, as done in week 6’s tutorial. It would best suit younger grades, as it links 2D with 3D space and is an interactive and creative experience. The education series provides sheets such as a world map and animal cells which can be engaging for students to learn concepts geography and science concepts.

AR-e YOU READY TO USE AR IN YOUR CLASSROOM?

AR has the possibility to enhance teaching and learning. It allows for virtual objects no matter how large or small to be scaled and provides a clear representation of relationships and properties of objects (Johnson, Smith, Levine, and Haywood, 2010), making it effective to learn subjects such as science. Students can learn astronomy, relationships between planets, stars and constellations through Google Sky (2019). For higher education, AR can be used to study biology, such as the structure of the body. An app used in week 6’s tutorial which would be useful is Anatomy 4D.

AR enhances constructivist learning, as students can take control of their learning and have a more authentic learning experience (Lee, 2012). It doesn’t require too much time, have a cognitive overload (Regenbrecht, Baratoff and Wilke, 2005) and will not require costly equipment (Fjeld and Voegtli, 2002). AR has several benefits for students. Lee (2012) states that it can increase motivation, and supports understanding and applying knowledge (Bower, Howe, McCredie, Robinson and Grover), and learning outcomes (Jerry and Aaron, 2010). It can cater to visual learning styles and provides cognitive support for complex tasks (Bower., et al, 2014). However, there are a range of barriers. Teachers may not have technical expertise and reluctant to integrate AR with traditional learning methods (Lee, 2012).

 References:

Bower, M., Howe, C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education–cases, places and potentials. Educational Media International, 51(1), 1-15.

Fjeld, M., & Voegtli, B. M. (2002). Augmented chemistry: An interactive educational work- bench. In Proceedings of the International Symposium on Mixed and Augmented Reality, 2002. ISMAR 2002 (pp. 259–321). Darmstadt: IEEE.


Google Sky. (2019). Retrieved 07/04/19 from: https://www.google.com.au/sky/

Green, J., Green, T., & Brown, A. (2017). Augmented Reality in the K-12 Classroom. TechTrends, 61(6), 603-605.

Jerry, T., & Aaron, C. (2010). The impact of augmented reality software with inquiry-based learning on students’ learning of kinematics graph. In 2nd International Conference on Education Technology and Computer (ICETC), 2010 (pp. V2-1–V2-5). Shanghai: IEEE.

Johnson, L., Smith, R., Levine, A., & Haywood, K. (2010). The 2010 Horizon report: Australia – New Zealand ed. Austin, TX: T.N.M. Consortium.

Lee, K. (2012). Augmented reality in education and training. TechTrends, 56(2), 13-21.

QuiverVision (2016). Retrieved 07/04/19 from: http://www.quivervision.com

Regenbrecht, H., Baratoff, G., & Wilke, W. (2005). Augmented reality projects in the automotive and aerospace industries. IEEE Computer Graphics and Applications, 25, 48–56.