Augmented reality (AR) is a technology that overlays virtual computer-generated content such as images, videos, and other digital information onto the real world in real-time. AR can be experienced through smartphones, tablets, smart glasses, and headsets. AR can provide an engaging and immersive learning experience through the use of visualisation. Students visualise concepts and ideas, making them more tangible and easier to understand (Saidin et al., 2015).
Figure 1: Using Osmo Monster in class.
Osmo Monster
Osmo Monster is an educational game created by the technology company Osmo. It is designed to help children develop their creativity, problem-solving skills, and logical thinking. Students use drawings to create characters which are then scanned into the game using an iPad. These characters come to life on the screen and the player must solve puzzles and complete challenges. Osmo Monster fosters creative thinking in students by taking the principles of a constructive learning approach. The game encouraging students to create their own characters, which allows for active and inquiry-based learning. It also allows students to develop problem solving skills by presenting students with a variety of challenges that require them to use critical thinking and problem-solving skills to progress through the game. The game requires students to think logically and strategically as they have to plan ahead and consider the consequences of their actions as their decision may impact the outcome of the game. (Teichert & Salman, 2021). Due to the nature of combining virtual and physical environment in AR, inclusive learning environments which motivate students are created (Lampropoulos et al., 2022).
Figure 2: Video of Osmo Monster being used for education (Getting Creative with Osmo Monster, 2016.)
Osmo monster can be very useful for special needs students. For students with visual impairment, the game provides a tactical and auditory learning experience. This is done by the drawings and clay which can be felt and manipulated and the audio feedback function which can be heard. The multi-sensory learning experience in the game may benefit students with autism. The game incorporates different senses, such as sight, touch, and sound, to support learning and engagement. The game also provides a structured learning experience with clear objectives and immediate feedback which further benefits students with autism (Murray, 2015). Furthermore, Osmo Monster can be used amongst many KLAs. The game includes “Monster Math Games” which can be used in maths lessons by allowing students to draw 3D shapes and watch them come to life which meets maths syllabus outcome MA2-14MG (NESA, 2012).
Figure 3: Using Osmo Monster in class
Limitations
Some limitations of Osmo monster include the limited ability for customisation of activities to meet individual students needs. Furthermore, while the game includes maths, spelling, and coding activities it does have a limited scope and does not cover all subjects or subject matter. Therefore, it is important to consider these limitations when integrating the game into a curriculum or educational program (Akçayır & Akçayır, 2017).
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11. https://doi.org/10.1016/j.edurev.2016.11.002
Chang, H.-Y., Binali, T., Liang, J.-C., Chiou, G.-L., Cheng, K.-H., Wen-Yu Lee, S., & Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education, 104641. https://doi.org/10.1016/j.compedu.2022.104641
Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented Reality and Virtual Reality in Education: Public Perspectives, Sentiments, Attitudes, and Discourses. Education Sciences, 12(11), 798. https://doi.org/10.3390/educsci12110798
Murray, J. (2015). Practical Teaching Strategies for Students with Autism Spectrum Disorder: A Review of the Literature. BU Journal of Graduate Studies in Education, 7(2). https://files.eric.ed.gov/fulltext/EJ1230708.pdf
NESA. (2012). Mathematics K–10 | NSW Education Standards. Nsw.edu.au. https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/mathematics/mathematics-k-10
Saidin, N. F., Abd Halim, N. D., & Yahaya, N. (2015). A Review of Research on Augmented Reality in Education: Advantages and Applications. International Education Studies, 8(13). https://doi.org/10.5539/ies.v8n13p1
Teichert, L., & Salman, M. (2021). Digital technology in the early years: A reflection. McGill Journal of Education / Revue Des Sciences de l’Éducation de McGill, 56(2/3). https://mje.mcgill.ca/article/view/9879/7740
Getting Creative with Osmo Monster. (2016.). Www.youtube.com. Retrieved April 9, 2023, from https://www.youtube.com/watch?v=PBEQfnbiBoQ
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