Annotated Bibliography

Antonioli, M., Blake, C., & Sparks, K. (2014). Augmented reality applications in education. The Journal of

Technology Studies,40(1/2), 96-107. Retrieved February 13, 2016

This journal article discusses Augmented reality (AR), a developing technology which is becoming
increasingly accessible through computers, smartphones, tablets and Google glasses, or Google
glasses cardboard. The authors discusses potential applications of (AR) in education such as
virtual field trips, treasure hunts and collaborative group activities. They also discusses feedback
from qualitative and quantitative research studies done in schools with both regular education
and special education students. The article explores the challenges of both teachers and students,
theoretical foundations as well as practical applications. Some of the main considerations of
whether (AR) will succeed include cost, power usage, visual appearance, usability for both
students and teachers. The viewpoint of the author is that this new technology creates beneficial
opportunities for students to be engaged in the learning process, collaborate with other students
and allows learning to be student-centered.

Augmented reality reflects at a shift in the educational paradigm that is influenced by the use of
technology. Students involved in (AR) will naturally work in non-traditional ways by not using
traditional tools or even traditional classroom setups.

Cubillo, J., Martin, S., Castro, M., & Boticki, I. (2015). Preparing augmented reality learning
content should be easy: UNED ARLE-an authoring tool for augmented reality learning
environments. Comput Appl Eng Educ Computer Applications in Engineering Education, 23(5),
778-789. Retrieved February 12, 2016.

The purpose of this study was to investigate how augmented reality (AR) can be used in the
learning environment both by teachers and students. UNED ARLE is a program created in
response to the lack of educational material available for AR/VR users in combination with the

difficulty of programming, which makes it difficult for someone with no programming skills such
as a teacher, to create educational AR content. UNED ARLE is used to add contextualized virtual
content (3D objects, animated 3D objects, videos, sound files and images) and the accompanying
descriptions or narratives into printed material, thereby enriching existing content without any
programming skills.

The article explores how the software UNED ARLE is used to add virtual content to lessons and
the types of content that can be added. The study found that students in an (AR) group using the
software demonstrated better knowledge acquisition, motivation and encouragement than the
control group. This study had some limitations in that its participants were 44 students and 2
teachers, they were recruited, they were selected from the intermediate-advanced level at a tech
school. Students in the (AR) group were more likely to reference material outside of class but this
was found to be because of the novelty of the technology. Students wanted to show simulations to
their friends and families. Despite these variables, the study found that students who used UNED
ARLE show significantly better learning achievements compared to the traditional system. In
regards to the 2 teachers, the study found that their ability to use the software improved
proportionally to their knowledge of the technology.

Freitas, S. D., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as
immersive experiences: Using the four-dimensional framework for designing and evaluating
immersive learning experiences in a virtual world. British Journal of Educational Technology,
41(1), 69-85. Retrieved February 12, 2016.

This study set out to test a framework for evaluating immersive learning experiences. Participants
engaged in a tour-like designed virtual learning experience using a specific program called Second
Life. The authors discuss the broader uses of Second Life and the virtual world especially in
regards to the education and career choices of the study group. The framework that was being
tested to evaluate the learning experience consists of four dimensions. The first dimension
involves a process of profiling and modeling the learner and their requirements such as creating
an avatar with certain qualities. The second dimension analyses the pedagogic perspective of the

learning activity. This includes theories of learning, what is being taught and how it's being
supported. The third dimension outlines how interactive the learning experience is. The authors
say there is not yet a test for interactivity. The fourth dimension is context or the environment
where learning is undertaken and it considers how this affects learning based on factors such as
the subject of learning or whether learning is conceptual or applied.

The study was affected by technical issues including up to 7 people sharing a computer and slow
glitchy internet connections. The authors were still able to see some benefits of using SL
expressed by participants like supporting international collaboration, distributed learning
communities, peer collaboration, sessions with mentors based abroad, supporting life decisions
and educational choices. The framework also provided good feedback on the 4 aspets of the
learning experience that the authors were seeking to evaluate. In conclusion, the Second Life
platform will need to consider improvements that make it more accessible. There is also
consideration of OpenSim which is a similar tool. The authors admit that more participants and
research is needed.

Hill, V., & Lee, H. (2009). Libraries and immersive learning environments unite in Second Life. Library
Hi Tech, 27(3), 338-356. Retrieved February 11, 2016.

Hill and Lee explore the current impact of virtual worlds such as Second Life on librarianship and
identify significant gains and potential in the virtual mode of information delivery and immersive
learning. They created an avatar and became immersed in the virtual world for the purposes of
exploratory research and observation. The authors discuss the virtual environment of Second Life
and how it changes the way information is delivered. They believe that virtual information
delivery will radically change the way we communicate in the future.

In addition to the effects of Second Life on communication, the authors also focus on the
distinction between a library and a librarian. Librarians have been collaborating on Second
Life since the mid 2000s and creating immersive learning environments such as historical

recreations, museums and virtual libraries. Through a virtual platform such as this, it is possible
to create a Universal, World Library. The authors are positive about the future of librarians,
libraries and information seekers as well as virtual reality.The study shows significant evidence
that virtual worlds have provided a new medium of information delivery and educational
opportunities that librarians are currently embracing and sharing with other fields, including
medicine, art, science, and education.

Additional Articles:

Meredith, T. R., & Tamara R Meredith. (04/01/2015). Technology, knowledge and learning: Using
augmented reality tools to enhance children's library services Springer. doi:10.1007/s10758-014-9234-4.
Retrieved February 13, 2016.

Omieno, K. K., Wabwoba, F., & Matoke, N. (2013). Virtual reality in education: Trends and
issues.International Journal of Computers & Technology, 4(1a), 38-43.Retrieved February 11, 2016.

Saunder, L., & Berridge, E. (2015). Immersive simulated reality scenarios for enhancing students'
experience of people with learning disabilities across all fields of nurse education. Nurse Education in
Practice, 15(6), 397-402. Retrieved February 11, 2016.