A Systematic Review on Augmented Reality Applications in Informal Learning Environments

Background

Learning is the process by which a person cultivates their skills, knowledge, understanding, values, perspectives, feelings, and critical thinking abilities (Livingstone, 2001), and it is distinguished into formal, non-formal, and informal learning.

The present research examines learning in informal learning environments, i.e., learning that is not organized and systematic but is, instead, flexible, unstructured, and spontaneous, has an individualized rhythm, and takes place throughout a person's life and through everyday experiences (Hein, 2002). According to Livingstone (2001), informal learning is any activity aimed at the acquisition of knowledge and understanding that arises without the presence of a required curriculum. It can occur in any context, above and beyond that of educational institutions, in cultural institutions such as museums and historical sites, as well as in other points of interest such as parks, lakes, etc. Informal learning environments produce new profiles of learners with broad and sophisticated cognitive skills (Greenfield, 2009). The basic terms of informal learning (e.g., objectives, content, means, duration) are determined by the individuals and groups who choose to participate in it (Livingstone, 2001). The use of technology and, more specifically, the use of AR helps to enhance informal learning.