Comparing Augmented Reality in Industry and Technology Education - Exploring Teacher Views and Research Needs

Oct 15, 2026

Uploaded by OmBimo

The article examines augmented reality (AR) applications within education and industry, focusing on how teachers perceive opportunities and what research is needed. After comparing AR with virtual reality (VR), it outlines foundational concepts including the reality-virtuality continuum and Azuma’s AR characteristics. An exploratory study among technology teachers in Lower Saxony identifies costs, accessibility, and missing learning materials as key barriers. The paper concludes that targeted research and development are required for effective integration of AR in technology education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Augmented Reality

VR and AR foundations

Reality-Virtuality Continuum and MR taxonomy

Azuma’s AR characteristics

Instructional dimensions for AR

Learning with AR

Learning through AR

Introduction

Comparing Augmented Reality in industry and Technology Education: Exploring teacher views and research needs Tobias Wiemer, Universität Potsdam, Germany Marius Rothe, Carl von Ossietzky Universität Oldenburg, Germany Abstract The use of Augmented Reality (AR) is a relatively new but significant trend in the educational landscape, including in technology education. The aim of this article is to discuss different perspectives on AR applications and describe the similarities, possibilities, and differences between them. Initial research in the field of technology education has shown numerous applications, especially since many tools, machines, and techniques must be learned in the hands-on practical sector, a discipline where AR is already being used in the industrial sector. However, there are even more applications in the industrial context. The resources utilized in these cases are often not available in the education sector, and the requirements for such systems differ between educational and industrial applications. When considering the specific application of AR in schools, it offers yet another perspective compared to educational research and industrial applications. Based on the results of an exploratory study among technology teachers in Lower Saxony, it becomes clear that costs, accessibility, and the lack (thus far) of appropriate learning materials are seen by teachers as the biggest challenges to effectively using AR in schools. It is noted that research and development projects in general technology education are necessary to effectively implement AR in technology education. Keywords Augmented Reality (AR), Technology Education, Educational Research Introduction In this article, the technical foundations of Augmented Reality, including a comparison with Virtual Reality (VR), are first discussed. This is followed by an examination of the use and research in this field from the perspective of industrial applications and education. The latter is presented both through the literature and a recent exploratory study among teachers in Lower Saxony. In a final discussion, these various perspectives are compared and analysed. Augmented Reality The terms VR and AR have become commonplace in everyday language, partly due to the gaming industry. However, the origins of these terms and technologies date back not to the 21st century, but to the late 1960s, with Sutherland's work in 1968 (Adelmann, 2020; Dörner et al., 2019) . Various definitions of AR are found in the relevant literature, often referencing the definitions (or definition approaches) by Azuma (1997) and Milgram and Kishino (1994) (Mehler-Bicher, Steiger, 2022; Dörner et al., 2019; Adelmann, 2020; Hamann et al., 2020) . While Milgram and Kishino categorize the term within the MR taxonomy (Milgram & Kishino, 1994; Milgram et al., 1994), Azuma stipulates conditions that must apply for AR (Azuma, 1997) . Figure 1 shows the Reality-Virtuality Continuum by Milgram and Kishino. The MR taxonomy indicates that the terms Augmented Reality, Virtual Reality, and Mixed Reality should not be considered synonyms; rather, there is a factual distinction between them. The specific overlay case that applies depends on the degree of virtual overlay. Thus, the continuum postulates a continuous transition between real and virtual environments (Mehler-Bicher, 2022) . The continuum is bounded by two extremes. One extreme is reality, which describes the physical real objects and aspects captured by a medium or perceived in a real setting (Milgram & Kishino, 1994) . The other extreme is virtuality, consisting solely of virtual objects (Milgram & Kishino, 1994) . Between these extremes lies Mixed Reality, describing environments composed of both real and virtual elements. Depending on the degree of overlay or intensity of mixing of these environments, either Augmented Reality or Augmented Virtuality (AV) is present. MR describes both states, while AR is present only w

FAQs

How does the article define augmented reality (AR)?

AR is defined using Azuma’s postulate, requiring a partial overlay of real and virtual environments, real-time interaction, and a 3D relationship between virtual and real objects. It also distinguishes narrower and broader interpretations of AR in popular science.

What does the Reality-Virtuality Continuum explain in this paper?

It shows that AR, VR, and mixed reality are not synonyms and differ according to the degree of virtual overlay. AR is present when the real component predominates, and every AR environment is also mixed reality.

What are the main challenges teachers face when using AR in schools?

The exploratory study among technology teachers in Lower Saxony highlights costs, accessibility, and the lack of appropriate learning materials as the biggest challenges for effective AR use in schools.

Oct 15, 2026

Uploaded by OmBimo