As teaching methods become increasingly digitized, mobile augmented reality has taken a leading position in education due to its affordances, for instance the anywhere-anytime accessibility, the availability of augmented reality applications for students’ smartphones, and the effective and collaborative capabilities. Although there is a growing number of studies investigating the use of augmented reality in various subjects, a set of guidelines describing learning theories and pedagogical considerations regarding the development and use of mobile-based augmented reality environments is clearly needed. This paper first reviews empirical studies in the domain of learning with mobile-based augmented reality and then proposes situated cognition as a pedagogical framework for the design and use of this technology in educational contexts.
CITATION STYLE
Czerkawski, B., & Berti, M. (2021). Pedagogical Considerations for Mobile-Based Augmented Reality Learning Environments. In Advances in Intelligent Systems and Computing (Vol. 1192 AISC, pp. 215–222). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-030-49932-7_21
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