MANAGING ICT
Augmented
reality
‘
OR SOMETHING currently generating
F
so many column inches, “augmented
Augmented reality. Is it a technology? A way
Identifying spaces in the world without markers
– as in a video from the Active Vision group at Oxford
reality” is a vague and contradictory
thing. It is the latest thing in technology of thinking about design? Or is it just a new
(10) – would be a significant leap forward, as would
the ability to identify locations more consistently and
circles – yet it has been around for over accurately.
a decade.
way of selling iPhones? Richard Sandford
But perhaps the biggest innovations will come
The term augmented reality (AR) when we step away from the screen. At the moment,
tends to be used to describe ways of bringing together
the real and the virtual worlds, letting users add digital
discusses the relevance to today’s students
the majority of AR applications use a camera and
screen of some kind, and while the effects are
representations to their perception of the world. often spectacular, the screen still acts as a barrier.
We are all familiar with the idea of accessing the you in your day-to-day life – finding your way around cancelled Jam project explored embedding markers Sound might offer another way of augmenting our
virtual world through a computer. What if we could a city, remembering where you parked your car, or within a children’s story, encouraging young readers to environment, in the same way as the audio guides
stand that idea on its head, and bring all that digital perhaps even naming the mountains you can see in the combine them to animated versions of the characters found in museums. Artists such as Duncan Speak
information into the real world? distance. (4), while in New Zealand, researchers have explored (11) and Noah Vawter (12) explore the ways in
Using technologies such as radio-frequency Two popular applications for iPhone and Android are a similar approach to enriching children’s books (5). which sound can alter our experience of particular
identification (RFID), image recognition, and global Wikitude (1), which describes itself as a “browser for ARSights (6) offers the chance to bring 3D models locations. Or perhaps projector technology will
positioning systems (GPS), researchers have been the world”, and Layar (2), another “reality browser”. from Google Earth to life on your desktop. become sufficiently portable to allow us to project
exploring ways of blending the real and the virtual Both these applications are distinctive as they ConnectED is a UK company producing marker- extra data directly onto the world, rather than simply
for years. But now, with the computing power in our are more platforms for other people’s content than based materials for the PlayStation Portable (PSP). Codes on a monitor.
pockets increasing at an astonishing rate, it is possible standalone programs – they offer people a way to build can be embedded in books and linked to specific digital All these are in the future: what relevance does
for anyone with a recent mobile phone or laptop to their own AR guides, recording locations of interest and content (for example, audio of an actor reading a line from AR have for education now? The technology is a
“augment their reality” with data from the network. finding their way around. Shakespeare) or they can be placed around a classroom fantastic way to support experiential and location-
Mainstream applications of AR tend to fall into one Both of these have plenty of possible applications for students to interact with animated figures (7). based learning through layering data and information
of two types, both of which present the blended world within education, for groups with access to the relevant The system makes use of the mobility of the PSP on top of the real-world, and could be used to add
of the real and the virtual to the user on the screen of the expertise: perhaps students could build a guide to their and, for those schools that can afford it, the system has historical context to a particular place, to highlight
device they are using. local area, or map constellations onto the school playing a lot of potential. geometric shapes and hidden angles in buildings, or
The first is marker-based approaches, which use a field for other students to walk through and explore. Moving outside the classroom, researchers at MIT for students to share their visions of how a place might
camera to recognise specific coded patterns in the real Marker-based applications exist in the commercial have been exploring the use of location-based data to look in the future.
world. These have historically been more common with world as well, though more frequently for toys rather augment learners’ experiences in different situations (8). Of course, there are things to take into consideration:
publishers and toy manufacturers offering customers the hardware capable of running AR applications is not
special patterns or barcodes printed onto card or in always the most affordable, and developing bespoke
books, along with the software they need for the
webcam to recognise them.
The second is location-based, which uses the ability
of a particular device to record its position in the
world to offer data that is relevant to that location. As
‘
There are plenty of possible applications
applications can cost a lot of money. Students might
need to be reminded that wandering around in the real
world with all their attention on a screen is not safe.
within education, for groups with access to the
And ensuring that activities based around AR are
genuinely educational and not just using the technology
more mobile phones come with GPS, compasses and
accelerometers built in, it is likely that applications
relevant expertise: perhaps students could build a
as an engaging gimmick is vital. But these practical
issues are not so different to those faced when
relying on geographical position will become more
widespread.
guide to their local area, or map constellations onto
introducing any new technology. AR has great potential
for educators, and looks set to become more established
Although both techniques tend to be lumped as technology improves. SecEd
under the banner of AR, they often offer different
the school playing field for other students to walk
experiences. • Richard Sandford is a learning researcher for
Applications that use markers work by having
through and explore
Futurelab, a not-for-profit organisation that aims to
software recognise a particular pattern (a barcode or transform teaching and learning through innovative
symbol) when a camera points at it, and overlaying a practice and technology. Visit www.futurelab.org.uk
digital image at that point on the screen.
If the image is 3D, or animated, the effect is of a than guidebooks. Sony’s EyePet (3) uses the PlayStation So where will this technology go? At present, like
References
cartoon sitting (or standing or jumping) on the surface Eye camera to help a fantastic-looking virtual monkey any new technolog
’
y, there are plenty of applications 1 Wikitude: www.wikitude.org
of whatever the pattern is printed on: as you move it creature to recognise and respond to real objects and where things are far from smooth: just because people 2 Layar: http://layar.com/
around, the animation follows on-screen. actions nearby. charge for it does not mean it is free from problems. 3 Sony’s EyePet: www.eyepet.com
In contrast, location-based applications do not need Mattel’s new range of Avatar action figures, based An article for Becta last year (9) identified a number 4 www.futurelab.org.uk/resources/publications
anything physical in the real world to latch on to: they on the recent film, each come with an “i-Tag” that can of areas where improvements would be welcome: -reports-articles/web-articles/Web-Article496
use information within the device to work out where be scanned with a webcam to reveal animated figures computer-generated objects are not always exactly 5 www.hitlabnz.org/wiki/EyeMagic_Book
you are and which direction you are facing to decide and vehicles. aligned with the user’s perspective or the real-time 6 www.arsights.com
what information to show you. This might be your And LEGO has pioneered the use of AR in certain computational requirements necessary make heavy 7 www.connectededucation.com/index.php?option=
nearest train station or hotel, or local sites of interest. shops, using the technology to demonstrate the demands on computer processors. com_content&view=article&id=132&Itemid=131
If this seems a bit mundane, but that is a reflection completed model and its functions when the box is held Developers and hardware manufacturers will be 8 http://education.mit.edu/drupal/ar
of the technology’s move out of the laboratory and into near a purpose-built camera and screen unit. working on addressing these, particularly now there is 9 http://emergingtechnologies.becta.org.uk/index
the commercial world. Within education, it is this marker-based approach a commercial market, and for the time being improving .php?section=etn&rid=14696&print=1
Since the launch of the iPhone and later devices that at present seems more common. Various projects the experience of AR will occupy a lot of time. But while 10 http://www.youtube.com/watch?v=Y9HMn6bd
running the Android operating system, developers have attempted to make use of AR’s capacity for these improvements are being made, researchers will 11 http://subtlemob.com
have focused on creating applications intended to help enhancing narrative: the AR Toolkit from BBC’s continue to push the limits of what is possible currently. 12 http://web.media.mit.edu/~nvawter/thesis/index.html
10 SecEd • February 11 2010
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