Augmented reality as we know it does not offer the same experience with virtual reality, it offers a better and more realistic but this time, modified and advanced experience. It imposes high tech mechanism into natural images and environments with the intention of modifying users experience without changing the original image or environment; and as matter of fact, I think it can be adopted to teach history in tertiary institutions.
From my experience through university education, I understand that some history project topics and research materials contain maps of distant locations, old names, ancient images and all, some of which the student’s themselves don’t seem to understand, they only follow convention for good grades.
The integration of augmented reality will make a whole lot of difference in the teaching patterns and learning experiences alike. Solutions like image recognition, SLAM (simultaneous localization and mapping), image alignment, superimposition, tracking etc. are available with augmented reality which shares almost the same destination with history studies. With these effects afore mentioned, history lecturers and students alike can actually modify ancient images and locations for a better learning experience, or don’t you think so? Now look at this…
We’ve all had that ‘wow!!!’ expression when we watch epic movies, telling stories of ancient events and locations; the truth is, these places actually existed but are probably no more. But somehow, they are brought back to bare using such technologies at augmented reality, virtual reality and the likes. This effect is made to this extent to create a sense-being-there mechanism; it won’t be a bad idea if such impressions are made in classrooms so that the entire teaching and learning process doesn’t seem like a ‘fairy tale from neverland’.
As a matter of opinion, augmented reality can be useful for teaching history in tertiary institutions in such areas as; navigation, direction, location, sightseeing, data on destination, images etc.
Augmented reality solutions do not work on their own except they are embedded into objects or gadgets for use. Some of them like smart phones, tablets, watches, sunglasses, compass etc. are already in use but are not used in the education cycle; they are mostly acquired as luxury accessories on regular bases.