Page 9 - Campus Technology, April/May 2017

INTERACTIVE LEARNING
health, travel or gaming, and had to explore applications of AR/VR in that industry. They needed to identify an app for creating their AR example, figure out what content might be appropriate, create that content, and then master the AR app well enough to put all of this together. Their AR examples included videos, short reports, images and links to relevant websites.
CT: What were some of the AR tools students chose or gravitated toward?
Frydenberg: Many students used Aurasma or Layar as their tools of choice, probably because they were among the easiest to use that had free options. And there were apps available for both iOS and Android devices.
CT: Getting back to your faculty research, what did you learn about the students?
Frydenberg: Creating AR examples was new to most of the students, and I think they were empowered when they realized they could do this on their own. They also learned how widespread the use of AR is in the business world. Working on this project inspired some students to consider sharing their knowledge of this technology with their potential future employers.
We wanted to see how students would work together to learn about augmented reality. We hoped that by having them study how augmented reality is used, and by creating examples of their own, they would learn about not only the technology, but also its applications to the business world.
By creating their own augmented reality examples, students had stories to tell about collaboration, culture, technology and learning. The technology experience they shared with their international partners aptly demonstrates their accomplishments.
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