Augmented Learning is very exciting for me in the world of workplace education. The reality that my learners can experience a modified environment that replicates what they will experience when doing their jobs allows me to design experiences that are realistic and relatable. As I’ve noted in earlier posts, Adobe Captivate’s new feature to create eLearning courses in a virtual reality format makes it easier for someone like me to use a rapid development tool to create these types of immersive learning experiences. Captivate calls the feature virtual reality as one could use a VR headset to experience a fully immersive environment (https://helpx.adobe.com/captivate/using/virtual-reality-project.html). In my uses, it is likely that my learners will not have access to a VR headset; so, the experience will be less immersive. However, I see tremendous value in having learners experience these courses although their experience will be flattened. When viewing the course without a VR headset, the learner will use their computer mouse or tap on their mobile device to move through the course elements.
Augmented reality is the next frontier of this kind of learning. “In AR systems, the user’s perception of the world is altered through the overlaid experiences of virtual and physical phenomena. This differs from virtual reality systems, where the user perceives only virtual or digital stimuli.” (Novak 2012) I think of technologies like glasses that learners could wear to see elements of an augmented learning experience. This is the ultimate way to simulate encounters that a learner may have while doing their job. The learner can wear the technology to provide the augmented layer of reality while they are still perceiving the actual reality triggering all of the senses. “These systems provide an environment that supports opportunities for higher quality human interaction across the digital and physical worlds.” (Novak 2012) Since AR experiences alter the experience of reality for the learner, “AR not only allows real-life simulation but also enables the impossible to be experienced.” (Han 2015) The possibilities are endless for this type of training. As Dunleavy noted, “AR is an instructional approach looking for the context where it will be the most effective tool amongst the collection of strategies available to educators.”
I have struggled with this to some extent, even with VR projects. The technology itself is invigorating and triggers creative ideas on the potential ways AR can be used to support learning transfer. With VR projects, I envisioned them being especially beneficial for situations in which it is difficult for the learner to authentically experience the events being trained on—like a safety procedure on extinguishing fires or handling a life-threatening emergency like a plane stalling. I see similar potential with AR as well. In addition, AR allows the learner to resource material while experiencing the authentic context of the environment. Novak notes, “current research shows that AR can support just-in-time, context-based learning, and can help to build knowledge-rich environments.” An example of how this could be used in my environment would be that learners are provided with glasses or a device that would allow them to see the augmented context. As the learner does their job, they could look at items in the environment and choose to explore information about the items in the environment—maybe they look at a check encoding machine and the device allows them to view a step-by-step process or video on how to complete a task using the machine. The device could also show hotspots or targets of where to insert the check and give the learner feedback when they perform the task successfully or guide them to the proper way as they make mistakes. The articles this week on AR discussed using AR capable devices in curation activities and these have potential in my environment as well. (Novak 2012)
Like with many technologies, we learn best practices as we use them. In Champney’s 2015 study using AR for military training, they noted several recommendations when using AR and these seem valuable for me to consider as I look to use it:
- Identification of the real and virtual world to reduce frustration.
- Training for AR users on how to use it.
- Appropriate level of detail when and where it is needed.
- Consideration of the amount of time the learner is in the AR environment to avoid sickness.
The potential uses of AR in workplace education are exciting. As the devices that support AR become more accessible and tools to develop these types of experiences are available, I anticipate using the technology in learning experiences that I design. However, it will be important to consider the benefits and the costs to make the best use of the technology.
Dunleavy, M., & Dede, C. (2014). Augmented reality teaching and learning (https://courses.worl dcampus.psu.edu/canvas/master/ms-142150-20160602160611/common/corefiles/Dunleavy,_Dede_2014.pdf) . In J. M. Spector et al. (Eds.), Handbook of research on educational communications and technology (pp. 735–745). New York: Springer.
Novak, D., Wang, M., & Callaghan, V. (2012). Looking in, looking out: A discussion of the e ducational affordances of current mobile augmented reality technologies (https://courses.worldc ampus.psu.edu/canvas/master/ms-142150-20160602160611/common/corefiles/AR_k-workplace.pdf) . In J. Jai (Ed.), Educational stages and interactive learning: From kindergarten to workplace training (pp. 92 –206). Hershey, PA: Information Science Reference.
Han, J., Jo, M., Hyun, E., & So, H. J. (2015). Examining young children’s perception toward augmented reality-infused dramatic play (https://www-jstor-org.ezaccess.libraries.psu.edu/stable/24546 629?pq-origsite=summon&seq=1#metadata_info_tab_contents) . Educational Technology Research and Development, 63(3), 455-474.
Champney, R., Lackey, S. J., Stanney, K., & Quinn, S. (2015). Augmented reality training of military tasks: Reactions from subject matter experts (https://courses.worldcampus.psu.edu/canvas/ master/ms-142150-20160602160611/common/corefiles/Champeny_2015_military_AR.pdf) . In R. Shumaker & S. Lackey (Eds.), Virtual, augmented and mixed reality (pp. 251–262). Switzerland: Springer International Publishing.
Hi Katie,
I like the practical examples you provided for AR in your professional environment. Providing learners with a device (or wearing glasses) that displays augmented context (such as step-by-step instructions or video) is a great way to incorporate AR in their learning environment where they have access to the equipment that they are learning how to use.
I’m imagining AR in my own personal life… I need to replace the shower head in one of my bathrooms and I was thinking how cool it would be if the replacement part came with glasses (or was stamped with a QR code) that would provide augmented context (such as a video) to assist me in replacing the equipment. I need all the help I can get when it comes to home repair. I’m constantly searching for YouTube videos to help me out… but if these videos could just “exist” or be automatically overlaid when and where I need them, it would be even better!
Anyway, I digress…
Regarding your application of Captivate to create VR teaching modules, I’d love to see an example of your VR format for immersive learning activities. Are these created with 360-degree video? I wonder how many students actually use the glasses vs. those that view it “flat”. Although VR seems like a really powerful too, I don’t know too many people in education who have experimented with it yet. Have you received positive feedback from the learners? We don’t use Captivate in my department, but we do use Storyline. Unfortunately, I don’t think Storyline has any any plans to add VR at this time.
I’m not able to share a work project, but I found this blogger who has a few great examples: http://lindsay-oneill.com/two-virtual-reality-projects-built-with-adobe-captivate-2019/ We don’t have the goggles at work, but I think the experience that I have even on my PC with these two examples is pretty amazing. I’ll be using it for tours and possibly a customer interactions course. I don’t think it’s right for everything but I think it could be really great for some things. To my knowledge, it’s not on the list of upcoming enhancements to Storyline. However, one thing I’ve come to appreciate about Articulate is that the make things work really well before it’s rolled out.
Hi Katie,
I think augmented reality, virtual reality, and mixed reality are so interesting. I really appreciated your examples that you gave in your reflection. This is all new to me, and I have found it a little bit challenging to think about this being used in different settings. I only have a tiny bit of experience with a little bit of AR and VR through my students (kindergartners) going to science and engineering class once a week. I am constantly amazed by all that they learn, and I want to continue to learn more. I find it exiting that the youngest learners are getting experience with this. If this is the direction that teaching and learning is headed, we must start them young. I hope to learn more about the methods to using AR and VR in an elementary school classroom purposefully.
Hi Debbie,
Thank you for posting the information about Adobe Captivate’s VR capabilities. I’ve used Captivate in the past but was unaware that it could do so much! I used it in the context of creating voice-over-powerpoint lecture screencasts for our blended course offerings. Because it is more expensive and has a steeper learning curve than other tools such as Camtasia we no longer use it, but now that I know it can do VR we may have to take another look!
I agree with your statement about the importance of considering costs vs. benefits when it comes to implementing VR/AR in education. As you said, VR seems to be best suited for instances where real-world learning environments or situations are impossible to safely recreate. That limits potential uses to a very narrow scope, but there is something to be said for the high levels of engagement that VR environments create. My sense is that they are more trouble than they are worth in traditional educational settings but with advancing technology it could be that cost and access will someday make them more practical than, say, a class field trip to the local museum.
AR, on the other hand, does seem like it has practical uses in education today. We seem more of it in everyday use. Not only in popular games (remember the Pokemon GO! phenomenon a couple of summers ago?) but also integrated into the smartphones that most of us carry. QR codes, for example, are near-ubiquitous nowadays and most smartphones natively have the hardware and software needed to use them. And we’re seeing more traditional AR apps becoming more commonplace. In fact, just the other day I was exploring the Measure app on my iPhone, which is basically a virtual tape measure using AR. The potential for these apps are huge for education because, unlike VR, they require almost no overhead.
I think it comes down to what makes sense from a pedagogical perspective. The use of any technology (mobile, or otherwise) must support learning objectives in order to truly be effective. If it creates unnecessary barriers (cost, access, ease-of-use, etc.) learning can be negatively impacted, which is the worst-case scenario. But as you mentioned, if they can be used to support and enhance sound learning design the potential is exciting!
Katie! Not Debbie! Sorry about that! I am clearly under-caffeinated this morning!
It’s all good! I know how you feel!