Current and Future Uses of Augmented Reality in Higher Education - IDEA Paper 81 - October 2019

Oct 15, 2026

Augmented-reality (AR) is already influencing teaching and learning across elementary, secondary, and higher-education settings, with a growing focus on higher-education practice. The paper explains why AR matters in this context, highlights current examples of classroom and field use, and considers domains such as medical education, language learning, and science. It reviews pedagogical benefits alongside implementation challenges and closes with practical guidance for adopting AR as learners become accustomed to similar technologies.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

What Is Augmented Reality?

Why Does Augmented Reality Matter for Higher Education?

Current and Future Uses of Augmented Reality in Higher Education IDEA Paper \#81 • October 2019 Rebecca Thomas, Kathryn E. Linder, Nick Harper, Warren Blyth, and Victor Lee Oregon State University Ecampus Abstract Augmented-reality (AR) technology, and its impacts on teaching and learning, have already made their way into elementary, secondary, and higher-education classrooms. The authors discuss why AR matters in the higher-education context, and they describe current examples of AR use that can enhance teaching and learning across multiple fields in higher education, including but not limited to medical education, language learning, and science. They also review AR’s pedagogical benefits as well as its challenges and conclude by offering tips for implementing AR in higher education. Although some may be hesitant to adjust their curriculum to accommodate AR, higher-education professionals should at least be aware of how augmented reality can shape teaching and learning, especially as current elementary and secondary students become accustomed to using similar technology in the classroom. Keywords: Augmented reality, higher education, teaching and learning, benefits and challenges Imagine trying to facilitate a question-and-answer session in a class of 200 students. As one student raises their hand, that student’s name pops up in front of you in text-based form. As you call on the student by name and they begin to ask their question, more information about that student appears in front of you, such as their most recent exam score and their course attendance record. If you were to wear “smart glasses,” a technology that offers an augmentedreality experience via a special pair of spectacles, this kind of assistance in engaging with your students could be a regular feature of your classroom. It would not only allow you to seamlessly call students by name but would also enable you to see additional data about each student that could aid in addressing that student’s needs. For example, if a student asked a complex question, but you could instantly see that they had performed poorly on a previous exam, you might consider reviewing the fundamentals of the topic before addressing their specific question. This is just one of many possible uses of augmented reality (AR) in the higher-education classroom. Because the specific AR technologies (such as smart glasses in this example) are continually and quickly evolving, instructors should familiarize and prepare themselves for the future use of augmented reality in higher education. What Is Augmented Reality? When you think about the phrase augmented reality, it sounds a bit futuristic—maybe even a little like science fiction. However, AR is now integrated into our day-to-day lives in many ways. If you have used socialmedia filters on platforms such as Instagram or Snapchat; visualized IKEA furniture in your home before buying, using their app (Joseph, 2017); or played Pokémon Go (Carbonell-Carrera, Saorín, & Hess Medler, 2018), you have engaged in AR. A simple definition of AR is digital data layered onto real-world environments. In other words, AR allows you to see your actual environment on your computer or television screen, as well as additional digital elements. For example, in the game Pokémon Go, an app on your phone allows you to see digital images of Pokémon characters in your real-world environment projected on your screen and play a game based on their location. The term Augmented Reality was coined in 1990, but the idea has been around for quite a bit longer. L. Frank Baum (1901) imagined a version of AR in his science-fiction writing, and we saw a glimpse of the possibilities of AR in the 1964 Disney film Mary Poppins, in which real-life actors danced and sang with animated animals. Early explorations of AR also included potential military applications (e.g. , Azuma, 1997), before AR appeared in more public settings. A good example that most people hav

FAQs

How does augmented reality support teaching and learning in higher education?

The paper describes AR as adding digital information to real-world environments, enabling enhanced engagement and instructional support. It highlights examples that can improve learning across multiple fields and learning contexts.

What are the key benefits and challenges of using AR for student learning?

It reviews AR’s pedagogical benefits while also addressing challenges that may arise during implementation. The discussion emphasizes that educators should consider both instructional value and practical constraints.

Why is AR especially relevant as students transition from K–12 to higher education?

Students entering higher education often already encounter AR-like technology in K–12 settings. The paper argues that higher-education professionals should be aware of how AR can shape classroom teaching and learning as this familiarity increases.

Oct 15, 2026

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