Augmented Reality Affording Immersive Learning Experiences in Museum Education
DOI:
https://doi.org/10.56198/A6PFYLGC1Keywords:
Augmented Reality, Museum Education, Immersive Learning, Design- Based Research, Affordance TheoryAbstract
The educational possibilities of augmented reality (AR) are attracting increased attention among museum educators and curators as novel, yet largely unexplored, technologies to enrich museum experiences and learning. AR is an emerging technology that has potential to create immersive learning experiences by pairing digital and physical content. Drawing on Gibson’s concept of affordances–actions [5], see also [6], in this presentation, we consider how AR can be used in museum education to enrich visitors’ immersive learning experiences. We share what we have learned from our design-based AR-research project in a Canadian science museum to further discuss the theoretical and practical insights for designing AR-mediated museum exhibits for immersive science, technology, engineering, and mathematics (STEM) learning. Participants will also be given hands-on opportunities
to test and play with the designed AR app during the presentation. In addition to identifying potential affordances of AR for immersive museum learning, the presentation will illustrate design strategies for integrating AR- enriched museum exhibits and app development. Importantly, this presentation will invite participants to re-envision museum education and museum exhibits through the potentials of AR. The presentation will offer museum educators and curators, researchers, and immersive technology designers and developers’ insights into AR in museum education with consideration to its potentials and challenges.
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