Please use this identifier to cite or link to this item: https://hdl.handle.net/2440/81142
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Type: Journal article
Title: A social semiotics account of the use of augmented reality in education: its value and potential
Author: Chuk, T.
Mickan, P.
Citation: The International Journal of Technologies in Learning, 2013; 19(3):25-32
Publisher: Common Ground Publishing
Issue Date: 2013
ISSN: 2327-2686
2327-0144
Statement of
Responsibility: 
Tim Chuk and Peter Frank Mickan
Abstract: Augmented Reality (AR) is a type of technology that combines computer-generated information (e.g., 3D virtual objects; animation) with physical environment (e.g., school playground) or objects (e.g., textbooks). It provides multimodal learning experiences. Its use in education started in the late 1990s. Despite the large number of AR studies that have been conducted, very little has been discussed about the features of AR that distinguish it from other educational tools. This resulted in the incapability to integrate AR into school curricula because it is unclear how AR complements other tools, such as textbooks, that are used in current curricula. This paper argues that the features of AR can be identified using the Social Semiotic framework for context. The first section of the paper briefly reviews previous AR studies and argues that these studies did not maximize the potentials of AR because the features of AR were not clearly identified. The second section attempts to show that the Social Semiotics framework for context, proposed by Halliday (1988), could be used to reveal the features of AR. The last section discusses future research directions based on the features identified.
Keywords: Augmented Reality
Social Semiotics
Context
Multimodality
Rights: Copyright status unknown
DOI: 10.18848/2327-0144/CGP/v19i03/49095
Description (link): http://ijltl.cgpublisher.com/product/pub.262/prod.21
Appears in Collections:Aurora harvest
Linguistics publications

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