Exploiting augmented reality based technology for contextualized experiential and authentic learning in mainstream schools - A dream or a reality?

Contextualized experiential and authentic learning can be situated within augmented-reality (AR)-enhanced learning environments involving inter-disciplinary academic domains such as physical education, physics, mathematics and biology. However, AR technology-based learning tools are mainly exploited in tertiary institutions such as universities and polytechnics as they are costly and sometimes bulky. A national initiative funded by the National Research Foundation (Singapore) has made the development of such a tool affordable and mobile. This tool has the ability to automatically analyze physical scenes captured by video devices in terms of kinematic characteristics. Essentially, multiple segments/rigid bodies can be tracked automatically. Thus, mainstream schools now have the opportunity to exploit this AR technologybased scaffolding learning tool in an inquiry-based learning environment as it (the tool) potentially frees up more time (as compared to traditionally available frame-by-frame multiple-mouse-clicking video analysis tools for mainstream schools) for more questions to be asked and options to be explored during empowered self-directed learning sessions. Practical examples are highlighted in adapting these AR scaffold learning tools for activities in physics and physical education in the hope that the readers can perceive the potential pervasive exploitation of these tools in a multiple disciplinary learning space beyond the two mentioned subjects situated in mainstream school as well as tertiary education.