{"author":[{"first_name":"Peter","last_name":"Sommerauer","full_name":"Sommerauer, Peter"},{"first_name":"Oliver","full_name":"Müller, Oliver","id":"72849","last_name":"Müller"}],"title":"Augmented reality for teaching and learning - A literature review on theoretical and empirical foundations","status":"public","citation":{"ieee":"P. Sommerauer and O. Müller, “Augmented reality for teaching and learning - A literature review on theoretical and empirical foundations,” 2018.","chicago":"Sommerauer, Peter, and Oliver Müller. “Augmented Reality for Teaching and Learning - A Literature Review on Theoretical and Empirical Foundations.” In <i>European Conference on Information Systems</i>, 2018.","bibtex":"@inproceedings{Sommerauer_Müller_2018, title={Augmented reality for teaching and learning - A literature review on theoretical and empirical foundations}, booktitle={European Conference on Information Systems}, author={Sommerauer, Peter and Müller, Oliver}, year={2018} }","ama":"Sommerauer P, Müller O. Augmented reality for teaching and learning - A literature review on theoretical and empirical foundations. In: <i>European Conference on Information Systems</i>. ; 2018.","mla":"Sommerauer, Peter, and Oliver Müller. “Augmented Reality for Teaching and Learning - A Literature Review on Theoretical and Empirical Foundations.” <i>European Conference on Information Systems</i>, 2018.","short":"P. Sommerauer, O. Müller, in: European Conference on Information Systems, 2018.","apa":"Sommerauer, P., &#38; Müller, O. (2018). Augmented reality for teaching and learning - A literature review on theoretical and empirical foundations. <i>European Conference on Information Systems</i>."},"extern":"1","publication":"European Conference on Information Systems","abstract":[{"text":"Augmented Reality (AR) based teaching and learning has evolved rapidly over the past years. Re-searchers have shown that AR has the potential to deliver persuasive learning experiences in for-mal teaching (e.g., in classrooms) and in informal learning environments (e.g., museums). Howev-er, comparatively little extant research is firmly grounded in learning theories and applies rigor-ous empirical methods to evaluate the effect of AR on learning performance. In order to build a cumulative body of knowledge on AR-based instructional design and its effectiveness, it is neces-sary to consolidate both the theoretical foundations of and empirical evidence for using AR for teaching and learning. Against this background we conducted a focused systematic literature re-view on theoretical and empirical foundations of AR in education. We identify theory-based de-sign elements and empirical measures for developing and applying AR teaching and learning ap-plications and consolidate them in a design framework.","lang":"eng"}],"department":[{"_id":"196"}],"year":"2018","type":"conference","date_updated":"2022-08-17T07:22:32Z","main_file_link":[{"url":"https://aisel.aisnet.org/ecis2018_rp/31/"}],"date_created":"2020-06-17T10:18:03Z","language":[{"iso":"eng"}],"user_id":"72849","_id":"17098"}