| Equitable use | Learning | Equal opportunities for everyone in the learning process regardless of individual differences |
Financial ease through open access, open source code software solution Shaping design while collaborating with distance learners as the end users during all processes Developing suitable augmented reality applications by retaining learner characteristics in a database and recognizing learner characteristics through analysis using advanced statistical techniques Providing equal conditions in the same environment for education requiring augmented reality based application Ensuring equitable learning opportunities to disadvantaged individuals and groups Agreements with institutions for expensive or difficult to access augmented reality hardware and software
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| Communication | “Accessible” environments for all learners independent of time and space |
Augmented reality applications unique to mobile devices ensuring learning environments independent of space and time GPS and location based mobile augmented reality applications being adaptable to the location of the distance learner Uploading all learning content to the application through augmented reality based virtual distance laboratories
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| Technology | Interaction in the design that draws the attention of learners |
Augmented reality integration with game based learning environments within the scope of edutainment Aggregation of augmented reality with a gamification approach Adding augmented reality elements to printed materials and books Resolving the stagnation of text based learning with augmented reality Combining barcodes, QR codes and special symbols with course materials Adding augmented reality elements to electronic books Combining the use of digital storytelling with augmented reality Presenting classes in interesting forms such as augmented reality based flash cards, puzzles and brain teasers. Distance learners observing augmented reality based class materials with web cams.
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| Flexibility in use | Learning | Preparing courses in accordance with the individual characteristics, skills, and speed of the learn |
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| Communication | Providing the opportunity for collaborative work |
Use of augmented reality based video conference systems Combining open and distance learning systems with current worldwide augmented reality applications in accordance with technological equipment Resolving interpersonal communication problems in teamwork with augmented reality Use of wearable technology able to communicate at distant locations in project groups Augmented reality applications integrated with web technologies enhancing collaborative learning Enriching sharing environments by supporting social networks with augmented reality applications Establishing glocal (global+local) collaborations and partnerships between global technology firms, project offices, NPOs and laboratories conducting studies on augmented reality Conducting content and application production and evaluation in project groups using collaborative approaches and augmented reality Use between distance learner and instructors for courses with potential communication problems
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| Technology | Preparing flexible learning environments that can immediately adapt to different knowledge and skills, providing users with a broad range of choices |
Supporting augmented reality applications with artificial intelligence Designing environments that can adapt based on personal information by combining augmented reality with learning management systems (LMS) Developing smart augmented reality applications delicately adaptable based on user interaction
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| Simple and intuitive use | Learning | Enriching the creative thinking skills and imagination of the learners |
Enriching imagination by augmented reality making abstract concepts tangible Directed towards learners with low three dimensional thinking and spatial skills Using coloring and three dimensional imaging techniques
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| Communication | Ease of comprehension and use |
Augmented reality based explanatory notes assuming a guiding role Easier use of open and distance learning environments through augmented reality based instructions and notes Realizing maximum mental activity with the simplest interface design Developing simple and functional augmented reality add-ons Fluent use of applications through augmented reality literacy Orientation through applications such as awareness raising, advertising, and technology introduction regarding augmented reality to open and distance learners Using augmented reality based multimedia functions and notifications integrated with daily life
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| Technology | Motivational for the sustainability of learning |
Establishing augmented reality environments with current, up to date content Purposeful rather than trendy applications ensuring sustainability Augmented reality presenting interesting, interactive and impressive environments for the sustainability of open and distance learning environments Augmented reality providing motivation and incentive especially for low participation or unsuccessful learners due to it being a new technology
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| Perceptible information | Learning | Activating sensory stimuli containing qualities for all senses |
Contrary to the notion that augmented reality only involves the sense of sight, designing interfaces directed towards the other senses Activating all senses with personalizable augmented reality environments Working with experts in fields such as medicine, psychology and physiology to better understand sensory stimuli
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| Perceptible information | Communication | The process of information transfer independent of medium or environment |
Learners at distant locations connecting to each other The ability for augmented reality applications to work both online and offline Creating designs that are minimally influenced by external factors Equipping university campuses appropriately for augmented reality The necessity for augmented reality applications to work independent of device
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| Technology | Utilizing techniques or interfaces that provide compatibility, encompassing users with sensory limitations/disabilities |
The use of special augmented reality components for preparing embossments or signage/sign language or similar as precautions against sensory limitations Developing augmented realities adaptable to the type and severity of sensory obstacle Making augmented reality based learning environments compatible based on the feedback from learners with disabilities Designing systems that can automatically sense based on the disability, personal preference, or sensory requirement
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| Tolerance for error | Learning | Isolating the learning environment from threats |
The application of possibly dangerous experimentsAccessing inaccessible geographic spaces and locations Determining definitions of danger and degrees of importance, and developing augmented reality applications appropriately
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| Communication | Clearly stating behaviors and design elements that may cause errors and accidents |
Safer use of open and distance learning environments by designing orientation and on the job training applications with augmented reality Augmented reality based hardware, receptors and sensors perceiving threats in advance Minimizing institutional errors through circular/cyclical design Providing feedback for errors through audio analysis software Developing early warning systems against accidents and errors possible in learning environments Preventing danger before it can happen by conducting designs with virtual markers and warning
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| Tolerance for error | Technology | Correction and feedback for simple user errors |
Providing multiple options through augmented reality depending on the source and characteristic of the error Recording erroneous processes in a database during augmented reality activities and providing immediate feedback
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| Low physical effort | Learning | Increasing attention levels by providing ease of use |
Determining subjects proving difficult in learning and presenting them using augmented reality Augmented reality being interesting as a new and different experience Determining subjects with low page viewing durations and presenting them using augmented reality
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| Communication | Effectiveness and efficiency |
Producing ecological designs that use low energy and resources The complete convergence/integration of augmented reality applications with learning environments Designing a strong backend system with a simple interface The employment and training of professional technical staff and designers in the field of augmented reality
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| Technology | Easily making hard to experience abstract and difficult concepts tangible |
Supporting simulation applications with augmented reality Using augmented reality based animations and three dimensional videos Using smart glasses in distance access Accessing distant locations virtually using holograms Creating unique learning environments through wearable technologies Presenting distance learning course materials with contact lenses
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| Size and space for approach and use | Learning | Ensuring appropriate conditions for the creation of unique learning environments regardless of the individual characteristics (body, communication needs, physical skills, mobility) of the learner |
Presenting personal authorization to digital content using augmented reality supported digital recognition and identification technologies Structuring augmented reality based designs based on an individual deprived of many senses
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| Communication | Increasing the level of commitment |
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| Technology | Providing the opportunity for the individual to create their own unique learning environment | Free and voluntary accessUsing semantic technologies from web 3.0 and beyond Personalizable augmented reality applications provide the opportunity to present unique environments The individual may create their own unique learning environment based on augmented reality with a constructivist approach The learner may create their own augmented reality based learning environment by scripting and producing the content themselves
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