In today’s world, technology has become a crucial part of our lives. It has changed how people think and apply knowledge. One of the newest developing technologies is augmented reality (AR), which can be applied to computers, tablets, and smartphones. AR affords the ability to overlay images, text, video, and audio components onto existing images or space. AR technology has gained a following in the educational market for its ability to bridge gaps and bring a more tangible approach to learning. Learner-centered activities are enhanced by the incorporation of virtual and real-world experience. AR has the potential to change education to become more efficient in the same way that computers and Internet have.
AR educational programs are learner-centered and related to learner interests. It allows learners to explore the world in an interactive way. Constructivism also encourages learners to work collaboratively, and AR provides learners the opportunity to do this in a traditional school setting as well as in distance education. Dunleavy, Dede, and Mitchell (2009) believed that the engagement of the learner as well as their identity as a learner is formed by participating in collaborative groups and communities. Constructivism has also changed the role of the educator to become a facilitator, where the responsibility to organize, synthesize, and analyze content information is in the hands of the learner (DeLucia, Francese, Passero, & Tortoza, 2012).
AR allows flexibility in use that is attractive to education. AR technology can be utilized through a variety of mediums including desktops, mobile devices, and smartphones. The technology is portable and adaptable to a variety of scenarios. AR can be used to enhance content and instruction within the traditional classroom, supplement instruction in the special education classroom, extend content into the world outside the classroom, and be combined with other technologies to enrich their individual applications.