Potential for utilising head-mounted displays (HMDs) for augmenting laboratories

Abstract

Laboratory-based experiments are an important learning tool in many disciplines. These experiments involve students exploring physical phenomena. In many cases however these phenomena are not directly visible (e.g. magnetism, heat, etc.) The recent emergence of augmented reality technologies provides us with a way to change the way in which we perceive the real world. It can therefore be postulated that augmented reality may be able to be used to change the way in which students perceive reality whilst undertaking real-world experimentation, and hence to improve the educational process and outcomes. In this work we evaluate the potential for utilising Augmented Reality (AR) technology in a laboratory context. We consider a range of illustrative scenarios for enhancing the laboratory experience, such as: annotations to the experimental configuration; making visible phenomena that are otherwise invisible; and changing the actual laboratory configuration. We then use these scenarios to propose a classification of laboratory augmentation types.