Augmented reality
Augmented reality (AR) is overlaying virtual objects on top of real ones in ways that can be responsive to context and can provide interaction that is not feasible without simulations. There are broad applications. AR can provide interactive models of very big objects (for example, rigs or geological structures) or very small objects (for example, chemical elements used in production enhancement techniques), which can be rescaled and manipulated. AR can overlay text (such as instructions) next to machinery to demonstrate how it works and how to maintain it. Furthermore, AR can provide different information based on location (Bower et al., 2014)
Augmented reality helping auto mechanics
Augmented reality at a cultural heritage site
It is particularly difficult to learn about things that change over time or require an understanding of several content domains. This type of learning is not easily achieved by observation, but can be better achieved by modeling and simulations (Milrad, 2002). Augmented reality can provide just that.
Multiple studies have shown that AR enhances knowledge construction especially when learning spatial concepts, physical tasks, and about events which cannot be easily replicated to provide experience (Radu, 2014). This means AR is a natural fit for creating learning opportunities with subjects ranging from the chemistry used in production enhancement; to the mechanical engineering of rigs, tools, and platforms; to the use and maintenance of drilling tools; to what to do during health, safety, and environment incidents.
AR systems can support constructivist learning, situated learning, game-based learning, and inquiry-based learning (Bower et al., 2014). They can create the authentic learning experiences that are so critical to knowledge transfer.
Companies interested in using AR must make some investments in technology. AR requires many hardware and software tools already in use (such as video cameras, web servers, GPS technology), but also requires some new technologies such as an interface for interacting with real and virtual objects, with touchscreen and haptic input devices (Bower et al., 2014). However, that investment needs to be compared with the investment we make in our training centers now, in which we have built entire drilling structures for training purposes.
Examples
More from the people who made the videos, above : This webpage includes more information and another video.
Showcase example from Paper 4D : You can print this out, download the free app on your iPhone, and see how it works!
LearnAR : This site shows how a marker-based system (much like what is used in some museums today) can be used to teach science, languages, and math.
Live Butterflies : This one is for iPhones only.
Moon Globe : Hold the moon in your hands and give it a spin.
References
Radu, J. (2014) ‘Augmented reality in education: a meta-review and cross-media analysis’