Abstract
Both virtual reality (VR) and augmented reality (AR) have undergone considerable
development in recent years. Even though it seems that we are still in a primitive
technological stage, it is already recognised that VR/AR can provide exciting
opportunities to support teaching and learning [1]. There have been numerous
attempts to use this technology in education contexts [2], in most cases showing
success [3]. Example include military training applications [4], engineering
applications through VR laboratories [5], and history [6] and astronomy [7] education.
The possibilities to use VR/AR transcend to other contexts, such as interactive
performances, theatre, galleries, discovery centres and so on [8]. The advantage of
VR as an experimental and educational tool is the ability to place the participant
inside any scene with high degree of immersion [9]. However, there are also
examples where educational application has only been partially successful, such as
the use of 3D anatomy models in medical education [10] or skill transfer in VR based
microsurgery training [11]. Greater understanding is needed as to the features of
such applications that are especially conducive to student learning. More
fundamentally though, clarity is needed on the classification of the tools to accurately
describe e.g. function and design.