Augmented reality

3. Augmented reality

 

In the world of digital information modern technology often results in impacts on the user by the real and the virtual worlds at the same time. This mixed experience was illustrated by Paul Milgram and Fumio Kishino in 1994 by means of the figure below.

 
 
The reality–virtuality continuum according to Milgram and Kishino

 

Augmented reality (AR) is becoming more typical in everyday life via applications running portable, mobile ICT devices (e.g. tablets, netbooks, and smartphones). The most well-known of these are designed for tourism and can be used with mobile phones equipped with integrated GPS receivers. While "looking around" with the camera of the mobile phone, the software displays an information layer specific to the geographical location such as the history of the specific location or building with other useful information.

 

The reality-based virtual information "layers" can be invoked not only at the specific geographical location but also via graphical codes similar to barcodes used in commercial products.

 
 

QR code is a two-dimensional barcode capable of storing more information than the old linear barcode. (QR stands for "quick response".) The square-shaped black and white code can store various textual information (e.g. business card, web address, etc.) and even binary data.

 

To read the code you need a camera and a software that can do the decoding. This decoding can be performed using the camera of a mobile phone featuring the relevant application but QR codes can also be decoded by means of a computer equipped with a webcam.

 

 

This QR code, for instance, contains the official SI type definition of 1 second.

 

 
 
 
 
 
 

If you read this using the camera of a device and suitable decoding software, the device will display the above definition in text.
No perpendicular view is required to read the code, which means that QR codes can be decoded even when on a column or billboard and even when the code itself is rotated.

The Internet offers a number of applications to create your own QR codes. These usually offer a number of options, e.g. to code geographical coordinates, measurement data, web addresses, short texts (scientific information, data), business cards and even text messages to send via mobile phones.

 

 

Encoding text content at http://www.i-nigma.com.

 

 

 
 

 

Using QR codes in learning is only limited by your own imagination. Typically, you would use these codes to connect the analogue and the digital worlds by providing additional data to some printed information, real textbook, location, etc.
 
 

Traditional paper-based textbooks and workbooks are greatly limited in their ability to transfer multimedia information. QR codes allow you to complement a textbook text with extra content that cannot be displayed in the specific environment. In a chemistry book, for instance, you can attach an Internet link to a reaction to display a video demonstrating the process, a link to an animation demonstrating the use of a lab equipment or even a short text description. In a biology textbook you can attach additional photos or even 3D models to a specific animal or habitat. The solution is the same with all textbooks, i.e. the external QR codes pointing to the digital content need to be inserted next to the traditional information to allow students to view that alternative content using a camera and suitable software.

 

Visual display of a chemical reaction using a QR code in a chemistry textbook

 

 

Students can make their own notes using QR codes and can equip their presentations, homework assignments or school posters with this new content layer. Creating digital content also develops skills you would otherwise miss when using a traditional paper-based medium.

School labs and collections have a number of equipment and models whose name, design, operation or user manual can be easily complemented with a QR code attached. QR codes relevant to first aid or emergency treatment can help at locations where it is not possible to demonstrate in detail the actions to be taken.

Teachers can use QR codes to augment published and printed auxiliary materials or worksheets in a compact way. This can be especially useful when 2D visualisation is difficult (e.g. space geometry assignment) or when the printed content has added video or audio content on the Internet (e.g. test). One good example to the former is the periodic system of QR codes also available in print at :
http://www.flickr.com/photos/periodicvideos/5912075438/sizes/l/in/photostream/.