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A Deeper Dive: Designing the AR Experience in the Classroom

Participate and share

Participate and share : Interactive lecture

Saturday, December 5, 8:00–8:45 am PST (Pacific Standard Time)

Dr. Trina Davis  
Monica Hernandez Valencia  

Learn about a systematic way to utilize AR resources in the classroom. Through the use of Backwards Design, educators will learn to design AR activities that are effective and pedagogically sound. An instructional guide and a list of free AR resources will be provided.

Audience: Curriculum/district specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Augment Reality free mobile app -
Topic: Augmented, mixed & virtual reality
Grade level: PK-12
Subject area: STEM/STEAM
ISTE Standards: For Educators:
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.
  • Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

With the abundance and availability of educational AR/VR/MR resources, it is easy to fall into the trap of “activity mania”. The purpose of this session is to provide participants with curriculum design strategies based on backwards design. This will enable attendees to develop pedagogically-sound AR activities that are effective at meeting learning outcomes.

Participants will...
know how to design an activity using a [lite] version of backwards design.
be able to build an activity around a variety of AR resources found on the free app Augment.
create an AR activity that will meet student learning outcomes.
view examples of backwards design - AR activities
view examples of student pre and post assessments


10 minutes: Attendees will first participate in a previously-developed science lesson about the cell. The activity will include participant use of the Augment app to view and interact with an AR model of the cell.

20 minutes: At the conclusion of the activity, the presenters will demonstrate how the activity was conceived, designed, and assessed. Samples of student work will be distributed in order to show the impact of the activity. The presenters will introduce participants to the backwards design process and theory.

20 minutes: Participants will then choose an AR resource from the Augment app and work in groups to design an activity utilizing the backwards design template. A template featuring the [lite] version of backwards design will be featured as a way to build an activity utilizing AR resources. Participants will also design assessments for their activity.

10 minutes: At the conclusion of the session, participants will upload their work into a shared folder, creating a repository to which each participant will be given access.

Supporting research

Research on the relationship between AR technology immersion and learning is still in its infancy; however, preliminary research has shown that conceptual learning gains are positively related to the level of technology immersion that students achieve (Georgiou, 2018). AR-based learning material could significantly enhance students’ higher-level cognitive capabilities, enabling them to more effectively scaffold knowledge about target plants in the observational learning activity (Chien, 2019). Higher levels of satisfaction and motivation from participation in AR-based activities have also been reported (Bursali, 2019). The combination of motivation and immersion sounds promising when it comes to learning gains and it follows to integrate both in the curriculum design process.

More [+]


Dr. Trina Davis, Texas A&M University

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