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Designing Instruction and Professional Development to Support Augmented Reality Activities

Designing Instruction and Professional Development to Support Augmented Reality Activities
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Author(s): Kelly M. Torres (The Chicago School of Professional Psychology, USA) and Aubrey Statti (The Chicago School of Professional Psychology, USA)
Copyright: 2021
Volume: 4
Issue: 1
Pages: 19
Source title: International Journal of Fog Computing (IJFC)
Editor(s)-in-Chief: Sam Goundar (Victoria University of Wellington, New Zealand) and Kashif Munir (National College of Business Administration & Economics, Pakistan)
DOI: 10.4018/IJFC.2021010102

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Abstract

Advanced technologies are changing the educational and organizational landscape. Technologies such as augmented reality are providing professionals access to technology-enhanced activities that promote greater acquisition of new concepts through immersive learning experiences. Prior research conducted on augmented reality has resulted in findings that demonstrate numerous benefits associated with its use including increasing learner levels of motivation, content knowledge, and critical and problem-solving skills. These tools have been implemented at all levels of education and across a range of professional settings. This article will explore how the inclusion of these tools provide employees access to cutting-edge technologies that promote skill growth and improve efficacy in their professional responsibilities and how fog computing has the capability enhance this technology.

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