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AR/VR/MR & RR in learning and teaching digital projects

Abstract
Mobile learning has proven to assist education at different levels within a wide range of disciplines and contexts. The exponential development and social adoption of newer tools and affordances (i.e. ‘possibilities’) of mobile devices, such as smartphones and tablets, are revolutionising educational approaches though mobile learning around the world. Mobile devices not only allow for learning processes to occur practically anywhere in collaboration with anyone, but also offer types of learning that continually challenge traditional formal and non-formal pedagogical approaches and settings. Key benefits of current mobile learning practice include transformation, innovation, inclusion, collaboration, real-life learning and self-determined types of learning. Within this plethora of emerging digital affordances, one specific focus at the Centre for Learning and Teaching (CfLAT), Auckland University of Technology, has been the exploration of innovative mobile learning technologies and pedagogies in practice.

Some of our recent and ongoing Research & Development digital projects have explored how Virtual Reality (VR) and Augmented Reality (AR) experiences and aesthetics can connect people to places making the invisible visible; or how Mixed Reality (MR) affordances can promote culturally-responsive and locally relevant ecological literacies through meaningful affectivities. However, one of our critical goals in such digital space is to enact, integrate and bring forward ‘offline’, and most importantly, ‘non-technology mediated’ learning and teaching instances in mobile learning. We refer to this as Real Reality (RR). This presentation introduces an overview of some recent AR/VR/MR learning and teaching digital projects and related technological tools, approaches and strategies, and how these endeavour to embed RR design principles and user experiences to successfully implement and use mobile learning for transformative learning across disciplines, sectors and contexts.