Say hello to AR_Rubric, a tool for the assessment of augmented reality hardware and software for educators. There are 2 versions of the rubric available to users, a traditional downloadable pdf rubric (one for hardware, one for software) and an online AI powered app for filtering and assessing AR powered tools.
You can view the project here: https://sites.google.com/view/arguideforteachers/home
Here are some questions for discussion:
- When educators design AR experiences, what ethical or practical considerations should they keep in mind—such as data privacy, device limitations, or accessibility—especially when spatial AI or persistent anchors are involved?
- If you could redesign one lesson from your previous teaching or learning experience using AR, which tracking method would you select, and how would it change the way learners interact with the content?
- How might curriculum requirements shape the choice between AR/VR applications in education?
- What challenges do educators face in evaluating the long term sustainability of AR/VR tools beyond their initial novelty?
- Is a rubric of this nature considered a useful tool?
- Do you think the nature of the rubric has longevity?
Project Team: Jennifer Chan, Michael, Sean Deon
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Hi Jennifer, Michael, and Sean,
I really enjoyed your presentation and came away with a much clearer sense of what augmented reality can offer. I had only a surface-level understanding before, and your work helped me see its potential in a much more concrete way. One practical concern that stands out for me when it comes to implementing AR technologies relates to the support teachers need when such technologies are introduced, as even well-designed AR experiences will not work as intended if teachers are unsure how to use the tools, troubleshoot issues, or adapt activities for different learners. Time is already stretched thin, and meaningful implementation depends on access to training, guidance, and the right devices. With teachers coming in with very different levels of confidence and experience, it can be difficult for districts to provide the funding and time required to build that comfort. With thoughtful planning, though, AR could become an incredible tool in classrooms. If more schools were able to develop programs that train teachers and fund classrooms with reliable devices, I believe that richer learning experiences would be open to more students. I can imagine many opportunities in my own English classes where technologies like this could help students build a deeper understanding of stories, settings, and characters, and it would be exciting to see AR technologies implemented in more learning spaces to enhance student experiences.