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The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences

The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences

Patrick O’Shea, Daniel Curry-Corcoran
Copyright: © 2013 |Volume: 4 |Issue: 3 |Pages: 10
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466634428|DOI: 10.4018/jvple.2013070106
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MLA

O’Shea, Patrick, and Daniel Curry-Corcoran. "The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences." IJVPLE vol.4, no.3 2013: pp.78-87. http://doi.org/10.4018/jvple.2013070106

APA

O’Shea, P. & Curry-Corcoran, D. (2013). The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences. International Journal of Virtual and Personal Learning Environments (IJVPLE), 4(3), 78-87. http://doi.org/10.4018/jvple.2013070106

Chicago

O’Shea, Patrick, and Daniel Curry-Corcoran. "The Viability and Value of Student- and Teacher-Created Augmented Reality Experiences," International Journal of Virtual and Personal Learning Environments (IJVPLE) 4, no.3: 78-87. http://doi.org/10.4018/jvple.2013070106

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Abstract

This paper describes the process and results of a project to incorporate Augmented Reality (AR) technologies and pedagogical approaches into a Virginian elementary school. The process involved training 5th grade teachers on the design and production of narrative-based AR games in order to give them the skills that they could then pass on to their students. This article focuses on describing the training process, the pedagogical approach, and an exploration of the practical issues that arose from this project (e.g. policy and fiscal issues that dictated the choice of technology). The discussion of the results from this effort demonstrates the promise of the approach, and shows the potential for educational practices.

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