Augmented Reality: Enabling Learning Through Rich Context / by Scott A.

In his 1992 novel “Snow Crash,” Neal Stephenson envisioned the Metaverse: a three-dimensional manifestation of the Internet in which people interact and collaborate via digitally-constructed avatars. In the decades since, technology has advanced to the point where such a place no longer seems like science fiction.
Stephenson’s Metaverse is a virtual reality space, a completely immersive computer-generated experience whose users have minimal ability to interact with the real world. In contrast to this fictional vision is today’s burgeoning field of augmented reality (AR), a technology that superimposes visual information or other data in front of one’s view of the real world.
One of the most well-known AR technologies, Google Glass, projects data onto the upper right corner of the wearer’s glasses lens, creating a relatively seamless interaction between that information and reality. Today, such technologies tend to get noticed for either their novelty value or their role in privacy concerns. In the longer term, they can have tremendous potential to change the way we interact with our technology and with each other.