This document outlines the materials and sources I will conduct my research for my briefing note.
Kamarainen’s paper published under Computer & Education1 argues on how augmented reality (AR) could improve early education field trips. For sustainable development, in alignment with SDG #4 of quality education, it is essential that we convey the accurate message regarding sustainability development. AR technology improves immersion and engagement.
Findings from Merchant et al. 2 emphasizes on the increased effectiveness of learning in K-12 students using virtual reality (VR) technologies. By investing in development of technology that enables better education (SDG #4), and ultimately raise a future generation that can better help develop more technology to fix climate change (SDG #13).
The article from ZDNet3 is about application of AR for field technicians. In particular dirty industries such as petroleum industry. Such technology could allow cleaner and more efficient development and engineering of existing industry infrastructures.
Also published under Computer & Education, Sommerauer et al.4 consolidates the effectiveness of augmented learning using AR technologies over non-augmented learning. Contributing to the SDG goal #4.
Stauskis’ paper5 provides a case study of Vilnius City on using VR to increase public contribution in sustainable urban planning. The technology provides an efficient method to facilitate broader and more effective public involvement and ultimately increase social and economic sustainability of urban development process.
Todd Steward’s article from Dispatch6 outlines the benefits of AR tech in trade jobs and engineering. From providing additional resources and assistance during repairs or maintenance, to using AI in combination to make better decisions. Ultimately tackling SDG 13 (climate action) from a bottom-up approach.
Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545-556. doi:10.1016/j.compedu.2013.02.018, from https://www.sciencedirect.com/science/article/pii/S0360131513000572 ↩
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014). Effectiveness of virtual reality-based instruction on students learning outcomes in K-12 and higher education: A meta-analysis. Computers & Education, 70, 29-40. doi:10.1016/j.compedu.2013.07.033, from https://www.sciencedirect.com/science/article/pii/S0360131513002108 ↩
Nichols, G. (2019, January 19). Use Case: Augmented Reality finds early adoption with field service technicians. Retrieved May 25, 2019, from https://www.zdnet.com/article/use-case-augmented-reality-finds-early-adoption-with-field-service-techs/ ↩
Sommerauer, P., & Müller, O. (2014). Augmented reality in informal learning environments: A field experiment in a mathematics exhibition. Computers & Education, 79, 59-68. doi:10.1016/j.compedu.2014.07.013, from https://www.sciencedirect.com/science/article/pii/S036013151400164X ↩
Stauskis, G. (2014). Development of methods and practices of virtual reality as a tool for participatory urban planning: A case study of Vilnius City as an example for improving environmental, social and energy sustainability. Energy, Sustainability and Society, 4(1), 7. doi:10.1186/2192-0567-4-7, from https://energsustainsoc.biomedcentral.com/articles/10.1186/2192-0567-4-7 ↩
Steward, T. (2018, July 05). How Augmented Reality Will Change the Field Service Industry. Retrieved May 25, 2019, from https://www.dispatch.me/augmented-reality-will-change-field-service-industry/ ↩