Computer Generated Images: The Power of Augmented Reality

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Augmented reality is a technological technique, which overlays a computer-generated image on a person’s view of the real world. According to a source, augmented reality is also defined as a mix of actions meant to enhance the awareness of a person’s real environment by putting virtual impression on live images or videos. It is a result of an enhanced and complex view of the world. The real power of augmented reality as a learning device is its ability to allow learners to see the world around them in new ways. It is help people to engage with the real issues in a setting with which the learners are already connected (Ennakr et al.). This paper will discuss the augmented reality technology in the education field and how it can make teaching and learning better.
Augmented reality balances several smartphone abilities such as GPS and camera, to create some kind of involvement in the physical atmosphere, providing teachers with a major device for learning and teaching. Involvement makes people feel that they are participating in a realistic and full experience. Digital immersion has been made possible by interactive media. The more a virtual immersive works is based on style strategies that combine action, sensory, and symbolic factors, which makes people belief that they are inside a digitally improved environment. Research reveals that involvement in a digital atmosphere enhances education in three ways which is situated learning, transfer and allowing multiple viewpoints. Furthermore, augmented reality has the power of enhancing environment sensitivity. In turn, this allows the mobile appliances to know where it is located in the virtual world. As a result, it can present digital material to the user, related to that location (Cha...

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...continue using these tools to provide education. The exploratory and nascent nature of augmented reality, it is a good solution for addressing such challenges. More perfectly, augmented reality is an academic strategy looking for a setting where it will be the most effective device amongst the selection of techniques available to educators. Studies covered use augmented reality to guide and replicate the powerful and complicated features of finding and fixing mistakes within a real physical atmosphere. The task of development collaborative, experimental analysis in and out of class settings could be the best academic issue fixed by augmented reality. However, researchers need to proceed exploring how this strategy might improve other persistent academic problems while also recognizing its unavoidable limits within the growing atmosphere of teachings (Liu, et al.).
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