7 rules of thumb for developing AR augmented reality education applications

The AR augmented reality application is basically the same in current development and other software development processes. Product managers and programmers have a wide range of technical paths to choose from. There are many programming languages ​​available for the development of such applications, as well as many integrated AR development platforms and API services. The most famous and widely used ones are: Vuforia, Metaio, Wikitude, DroidAR, ARPA, Aurasma, Junaio, Blippar, Layar or Xarmex.

Regardless of which development platform you choose, in order to develop a good educational augmented reality application, I think developers should follow a set of guidelines. These guidelines are not mandatory – I don’t even allow them to be considered as guidelines, because these are some personal experiences that I have personally experienced and then summed up, not scientifically rigorous research and argumentation. After 14 years of teaching experience combined with programming experience, I believe that these guidelines can at least serve as an inspiring educational rule of thumb.

I have researched and analyzed different AR-related theories, developed several AR applications, and used dozens of AR education applications. In the process, I summarized seven criteria for educational augmented reality applications:

1. We should build different AR education applications, not just copying existing ones;

2.. We should consider the practical use of AR applications in real life. If we develop some very easy to implement functions and can achieve the same effect without augmented reality technology, why should we resort to augmented reality technology? We want In the student's actual learning scenario, to find the real difficulties and problems, and just AR technology can solve this problem and meet the needs. In this case, instant AR is not the only solution, it will be a better solution;

3. We should visually present the scientific content in the AR program as much as possible. If we just open a lot of text pages on one screen, it will become very boring, and there is no advantage compared to traditional books, at least traditional books will not consume electricity;

4. We should always consider the problem from the standpoint of the students. We are not trying to build a perfect AR application for ourselves. We use AR technology to better present the learning content for students. Students are the users of AR applications. ;

5. We should reuse some of the available resources to integrate them into a unified augmented reality development resource library. In this way, we can provide students with a comfortable and natural learning environment, of course, can also reduce development costs;

6. We should test as many AR applications as possible before formal use, and invite as many colleagues, industry experts, and students as possible, because Augmented Reality is not 100% fully defined as a new paradigm. Even if everyone is interested in AR now, their expectations will be very different. At least 5 of 10 people will have different opinions about how AR works.

7. We should have realistic expectations: not everyone will like our augmented reality app, and not everyone will be keen to use AR. After the AR application development is completed, the life cycle of an AR application does not end - we have to constantly maintain and update.

Educational augmented reality applications are designed and developed not to replace previous teaching methods, but to combine them with the previous ones to become an important modern teaching support tool.

The young people who are now educated, born in the era of smart phones, are completely digital. They started to use the Internet at a very young age. Using the latest technology and attractive learning tools, such as AR augmented reality technology, is not only feasible, but very important. Because they used to slide the iPhone to get information instead of going to the classic paper books, use the iPad to check the information instead of going to the library, and use Siri to record information instead of using handwritten notes. This brings up a problem: many applications can attract the attention of young people at the beginning, but students' attention may be easy to turn to other things.

There is an obstacle to the application of augmented reality technology in education—all of these AR applications require hardware devices such as smartphones and tablets. Students must have such equipment to use AR applications in classroom instruction. As a result, when students use mobile devices for AR learning, it is difficult for teachers to determine whether students will use mobile phones to play other applications. For example, the teacher asked the students to use the AR application to view the human skeleton, but the students were likely to chat with their classmates on WeChat. Mo Aike CEO 颉 颉 琴 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

I am very sure: 10 years later, augmented reality will be universally used, at least for the education sector, from kindergarten to high school. Under normal circumstances, by 2020, in addition to the existing projectors and computers, all primary schools should have a complete set of augmented reality applications and supporting hardware (especially dedicated equipment, only teaching-related software).

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