Uses of Augmented and Virtual Reality in the Classroom

Uses of augment and practical(prenominal) globe in the Classroom creation (What is AR and VR?) technology plays a major impact on facts of life. The tale of engine room in education goes back to 1950 where the first computers were commitd for instruction. In 1969, the first computer was used with school children. The IBM 650 taught binary arithmetic in New York City (Roblyer, 2016). As of the early 2000s, smartphones and t sufficientts have become public in our society. More schools ar allowing students to bring their own devices to school for acquire. As of late, augment and practical(prenominal) realism has been popularized with innovations from different applied science companies. The history of increase truthfulness goes back to the 1960s and the first agreement was used for two augment and realistic macrocosm. The system used an optical see-through head-mounted break that was tracked by one of two methods. The methods were mechanical and ultrasonic trackers. T he system only displayed very simple wireframe drawings in real time (Lee, 2012). In the beginning phases of practical(prenominal) humanity in education, it was used for training, especially to pilots with the use of flight simulators. In 2016, an Ericsson Consumer Insight Summary Report named practical(prenominal) frankness as it applies to the visual presentation of cultivation as one of the 10 Hot Consumer Trends (Brown, 2016). There is a difference between increase humanity and practical(prenominal) world. Augmented reality is a technology that allows computer-generated virtual mental imagery information to be overlaid onto a live direct or substantiating real-world environment in real time. realistic reality is different from having a computer-generated virtual environment (Lee, 2012). With virtual reality, bulk must use a headset- wish wholesome object or glasses to be immersed into the environment. Some popular virtual reality objects include Google Glass, Oculu s, and Samsung VR. A popular augmented reality app is Pokmon Go where people butt turn on augmented reality to consider for Pokmon creatures in the real-world. Wireless(prenominal) mobile devices are increasingly ushering augmented reality into mobile blank where use offers a great deal of see to it in education and apps that allow for students to be submerged in virtual reality with the use of inexpensive plastic lenses.Augmented realness in Language ArtsIn language arts, augmented reality has updated books. hatful ass read books in more interactive and realistic slip course by overlaying 3D rendered models onto books with augmented reality. Instead of the traditional style of see a book by looking at pictures on the pages, people can look at the pages through a handheld augmented reality display and see multidimensional models appearing out of the pages. A popular avenue of augmented reality in books is the Magic accommodate where the technology is seen as an enhanced version of a traditional three-dimensional pop-up book (Lee, 2012).virtual(prenominal) Reality and Augmented Reality in apprehensionIn science, virtual reality and augmented reality can be used in a range of topics in science. Virtual reality allows students to go on guided tours to baffles like outer space and in the ocean. Teachers can guide the tour to point out specific realms and real information about a location with the use of platforms like Google Expeditions and zSpace. For example, a coner can point on the layers of the atmosphere as the students government issue a tour through the atmosphere. Teachers can support their students on a virtual tour of museums and the solar system and galaxies. Students can also take part in virtual labs. Virtual Radioactivity Laboratory provides students with virtual labs to probe radioactivity without the risk of being exposed to radioactive material. Virtual Reality physics Simulation (VRPS) provides virtual reality labs to probe th ings like wave propagation, ray optics, relative velocity, electric machines and other phenomena in physics. Physics Education Research (PER) provides virtual labs to probe physical laws such as linear motion, circular motion, and collisions (Chih, 2007).In terms of augmented reality, teachers can use augmented reality technology with three-dimensional rendered earth and sun shapes to teach about the relationship between the earth and the sun. In chemistry, augmented reality allows students to see what an atom or a molecule rests of. In biology, augmented reality technology can show what organs of human beings consist of and how they look by watching three-dimensional computer-generated models in the real classroom. In physics, augmented reality allows observing velocity and acceleration of objects that vary in time. Augmented Reality in MathIn the field of mathematics, augmented reality can play a major role in subjects like geometry and calculus. oneness major example of an augm ented reality application is Construct3D. Construct3D is designed with three-dimensional geometric construction models. The application allows students and teachers to share a virtual space to construct geometric shapes by wearing head-mounted displays that enable users to overlay computer-generated images onto the real world. Students and teachers can explore properties of curves, surfaces, and other geometric shapes.In the field of calculus, augmented reality plays a major role in visualizing things like graphs of functions of one or two variables and solids of revolution. In Monterrey, Mexico in may 2003, at that place was a pilot study conducted with engineering students from a infinitesimal calculus I course in order to describe the litigates of a prototype. From the pilot, students were able to cut a solid and observe different curves in space that in turn would give information about the function itself. (Quintero, 2015)Disadvantages of Virtual Reality and Augmented Reali tyWhile there are umteen benefits to virtual reality and augmented reality, there are many barriers to successfully hold this technology to classrooms. Two of the major barriers are time and skillful expertise of the technology. Many teachers are not well equipped or trained to deal with the technical issues and problems that may come up when apply this new technology. This would lead to teachers needing a high level of support to stop up positive outcomes when using augmented and virtual realities. As of right now, there is a lack of conceptual framework regarding the implementation of these technologies. Without these frameworks, the application of technology in the classroom can be superficial and can be unproductive. Another barrier is cost. The cost of the materials to utilize this technology can be pricey.In order to combat these barriers, it is central to equip educators with skills to integrate this technology. As more technology is being released, educators should be aware of what is out there. develop is needed for both educators and students to understand how to utilize each augmented and virtual reality program to its fullest potential. Materials are becoming more user-friendly and take in less programming skills. To deal with cost, there are some tuppeny and widely available excerpts for virtual reality. One example of cheap virtual reality options includes cardboard with inexpensive plastic lenses for $10 or less that can be used as virtual reality viewers. One example is Google Cardboard, where a smartphone or small tablet device can be used as a stable viewer to apply immersive virtual technology. This is the most basic of virtual reality, but can whitewash be an effective way to have virtual reality in the classroom.Benefits of VR and ARThere are many benefits to using virtual reality and augmented reality. According to the cone of experience theory, learners only remember 10% of what they read, but remember 90% of what they say as they perform an action by seeing and doing a simulation experience (Chih, 2007). Virtual reality can be treated as an application of experience study where learners can experience conditions virtually. Virtual reality also allows for more of a hands-on experience which will help those that are kinesthetic learners. Virtual reality can also be a cost-effective option to use instead of taking groups of students to things like an art gallery, museum, or place that may not be around the school.When it comes to augmented reality, students have reacted well using the technology both in and outside the classroom (Misty, 2014). Students can use augmented reality both independently or dependently. Augmented reality technology allows for more collaboration between students and teachers. Students have a sense of exploration and can become interested in learning more about a topic. Augmented reality can encourage students to a deeper level with the tasks, concepts, and resources being studied through the use of information overlays. This encouragement can cause deeper and lasting connections between the student and information. goalIn conclusion, augmented and virtual realities have many benefits in the classroom. The technology can be a cheap and widely available way to engage students to learn. Although there are many apps out there, there are still many in the works in this growing area of education. Augmented and virtual realities are on the way to becoming an important part of education and its use will continue to grow as time goes on and our technology grows.ReferencesBower, M., Howe,C., McCredie, N., Robinson, A., & Grover, D. (2014). Augmented Reality in education cases, places and potentials. EducationalMedia International, 51(1), 1.Brown, A. b., & Green, T. t. (2016). Virtual Reality Low-Cost Tools and Resources for the Classroom. Techtrends Linking Research & Practice To change Learning, 60(5), 517-519.Chih Hung, C., Jie Chi, Y., Shen, S., & Ming Chang, J . (2007). A Desktop Virtual Reality Earth Motion organisation in Astronomy Education. Journal Of Educational Technology & Society, 10(3), 289-304.Lee, K. (2012). Augmented Reality in Education and Training. Techtrends Linking Research & Practice To Improve Learning, 56(2), 13-21.Misty, A., Corinne, B., & Kelly, S. (2014). Augmented Reality Applications in Education. The Journal Of Technology Studies, (1/2), 96.Quintero, E., Salinas, P., Gonzlez-Mendvil, E., & Ramrez, H. (2015). Augmented Reality app for compression A Proposal for the Development of Spatial Visualization. Procedia Computer Science, 75(2015 International crowd Virtual and Augmented Reality in Education), 301-305Roblyer, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Upper Saddle River, New Jersey Pearson.