Deploying Learning Designs Across Physical and Web Spaces - Making Pervasive Learning Affordable for Teachers

Aug 21, 2026

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Pervasive computing and communication infrastructure enable learning experiences in both physical and virtual environments, yet teachers face major obstacles when trying to deploy such pervasive learning situations. This paper introduces GLUEPS-AR, a deployment system that connects mainstream Virtual Learning Environments, Web 2.0 artifacts, and Augmented Reality applications. A mixed-methods evaluation assesses three authentic pervasive learning situations, showing how the system supports teachers in implementing pedagogical ideas and mitigates key limitations of existing approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Pervasive learning across physical and virtual spaces

Role of augmented reality in pervasive learning

Barriers to adoption by teachers

Existing approaches and their limitations

Deploying learning designs across physical and web spaces: Making pervasive learning aﬀordable for teachers Juan A. Mu˜noz-Cristbala,∗, Luis Pablo Prietoa , Juan I. Asensio-Preza , Alejandra Mart´ınez-Monsb , Ivn M. Jorr´ın-Abellnc , Yannis Dimitriadisa a School of Telecommunications Engineering, University of Valladolid, Paseo de Bel´ en 15, 47011 Valladolid, Spain b School of Computer Engineering, University of Valladolid, Paseo de Bel´en 15, 47011 Valladolid, Spain c Faculty of Education and Social Work, University of Valladolid, Paseo de Bel´en 1, 47011 Valladolid, Spain Abstract Pervasive computing devices and communication infrastructures enable learning situations that occur in both the physical and the virtual world. However, deploying these pervasive situations is still a challenge for teachers. This paper presents GLUEPS-AR, a system for deploying learning designs across physical and web spaces, using mainstream Virtual Learning Environments, Web 2.0 artifacts and Augmented Reality applications. GLUEPS-AR has been evaluated through a mixed methods study on the deployment of three authentic pervasive learning situations. Results highlight that GLUEPS-AR supports teachers in deploying their pedagogical ideas on pervasive learning environments, overcoming main limitations of existing approaches. Keywords: Pervasive learning environment, Virtual learning environment, Augmented reality, Ubiquitous learning, Across spaces 1. Introduction Learning is not tied to the walls of a classroom or the limits of a Virtual Learning Environment (VLE) . Learning may occur at every location and time [56]: in the classroom, in a ﬁeldtrip, in a museum, at home, in the streets of a city, in Wikipedia, etc. Learning may happen within one of these spaces 1 , but also across them [8, 34, 56] . When these learning spaces overlap, forming a single entity, they constitute pervasive learning environments [64, 67] . Augmented Reality (AR) [4, 69] is a technology that can facilitate the creation of pervasive learning environments, allowing the overlapping of virtual information in a physical environment. The aﬀordances of AR for learning have been explored in multiple research initiatives [75, 28, 49, 13] . For example, AR can be used to convert a playground into a virtual savanna ∗ Corresponding author Email addresses: juanmunoz@gsic .uva .es (Juan A. Mu˜noz-Cristbal), [lprisan@gsic.uva.es](lprisan@gsic.uva.es) (Luis Pablo Prieto), [juaase@tel.uva.es](juaase@tel.uva.es) (Juan I. Asensio-Prez), amartine@infor .uva .es (Alejandra Mart´ınez-Mons), [ivanjo@pdg.uva.es](ivanjo@pdg.uva.es) (Ivn M. Jorr´ın-Abelln), yannis@tel .uva .es (Yannis Dimitriadis) 1We consider a “space” as the dimensional environment in which objects and events occur, and in which they have relative position and direction [19] . This deﬁnition is not limited to the physical world, also the virtual (computerized) one is considered. Thus, a space would be a container for individuals and their tasks [9], and also for artifacts. Preprint submitted to Pervasive and Mobile Computing June 28, 2013 [15], or to foster spatial skills in mathematics and geometry by interacting with 3D virtual objects [28] . The evolution of mobile devices during the last years has made AR widely available. Moreover, such mobile devices currently allow the capture of information from physical spaces (e.g. taking pictures), which can be used in subsequent activities, e.g., in a web learning space [34, 59] . Despite the ubiquitous presence of information and communication technologies (ICT) that could facilitate pervasive ways of learning [67, 26], these pervasive learning environments are not at all widespread among teachers. One likely reason for this lack of adoption is the complexity of implementing such pervasive technologies in a way that supports their concrete pedagogical ideas and restrictions, which is very demanding and error-prone. The pragmatic restrictions of authentic

FAQs

What problem does GLUEPS-AR address for teachers?

Teachers still find it difficult to deploy pervasive learning situations that span physical and virtual spaces in ways that match their concrete pedagogical ideas and constraints.

How does GLUEPS-AR deploy learning designs across different spaces?

It uses mainstream Virtual Learning Environments, Web 2.0 artifacts, and Augmented Reality applications to support learning designs operating across physical and web contexts.

What does the evaluation show about GLUEPS-AR?

A mixed-methods study of three authentic pervasive learning situations indicates that GLUEPS-AR helps teachers implement their pedagogical ideas in pervasive environments while overcoming limitations of prior approaches.

Aug 21, 2026

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