Reflections of
History Engaging
Education Via
Augmented Reality and
Projected Imagery
Imagine being able to step back in time and experience history in a completely new way. This project aims to create an immersive Augmented Reality (AR) and Projection Mapping (PM) tool that brings the rich history of The Meadows in Edinburgh to life. Rather than passively consuming information through textbooks or images, this system allows users to step into a world where they can interact with history. The key feature is that users can observe how styles of dressing, architecture, and daily life evolved in The Meadows by superimposing 3D models onto real-world environments. It’s like walking through a living museum where historical figures and environments come to life before your eyes.
Inspired by the need to engage learners who struggle with traditional educational methods, this tool blends the interactive nature of AR with the spatially adaptive capabilities of projection mapping. Historical events are reconstructed in real-time, turning static spaces into vibrant, immersive learning environments. This not only transforms learning but also invites users to critically analyze and reflect on the historical processes and shifts they witness, offering an unprecedented level of engagement with the past.
"Blending Realities: The Technology Behind the Experience"
This system leverages AR and PM technologies in harmony to deliver an immersive historical experience. Using a combination of projection, AR-enabled devices, and sensor tracking, 3D models of historical figures and events are seamlessly integrated into physical spaces like parks, classrooms, or even the streets. The AR elements, viewed through mobile devices or AR glasses, allow users to witness these figures in a fully contextualized environment, moving and interacting with them as though they were there.
Overlaying 3D content using Unity and Lens Studio, showcasing the technical setup enabling seamless integration.
Projection mapping, meanwhile, adapts these virtual representations to the surfaces they inhabit—whether a wall, the ground, or a public monument—creating a unified experience where the real and virtual worlds collide. The tool is designed to track user movement, ensuring the experience remains dynamic and realistic, regardless of where or how the user interacts with the environment. For example, users can walk through The Meadows and see how it evolved through different historical periods, complete with audio narration, visual models, and interactive touchpoints.
"Reimagining History: Turning Learning into an Interactive Experience"
The goal of this project is to make history an engaging, interactive, and experiential subject, especially for students. Traditional methods of teaching history often struggle to engage students, particularly in helping them visualize and understand the spatial and temporal dimensions of historical events. AR and PM offer a solution by providing a multi-sensory experience that transforms passive learning into an active exploration of history. By using advanced technologies, this project encourages deeper learning and critical thinking. Students and users are no longer passive recipients of historical information but are instead active participants in their exploration of the past.
Beyond engagement, this system fosters critical historical thinking. As learners move through reconstructed environments, they are prompted to reflect on the changing landscape of The Meadows, making connections between historical events, societal changes, and the present. The project thus not only delivers a vivid depiction of the past but also creates space for dialogue, discussion, and reflection on how history shapes the world we live in today. The combination of AR and PM redefines historical education, making it more accessible, inclusive, and impactful.
Crafting the Experience: From Concept to Immersive Reality
"Laying the Foundation: Researching the Future of Historical Education"
The project started with thorough research, exploring the potential of Augmented Reality (AR) and Projection Mapping (PM) for historical education. I delved into previous studies that used AR to create immersive learning environments, particularly in museums and cultural heritage sites. AR's ability to superimpose 3D models onto real-world environments provided a perfect tool to visualize history in ways traditional methods couldn’t achieve.
In parallel, I studied Projection Mapping, a technique often used in public art installations, and thought about how it could enhance educational experiences by transforming physical spaces into interactive displays. PM would allow me to project historical figures onto walls, creating a blended reality where the past comes to life in a shared space.
My theoretical framework was inspired by constructivist learning theories, particularly Piaget and Vygotsky, who emphasize learning through interaction and engagement. I also drew from Kolb’s experiential learning model, which suggests that hands-on experiences deepen learning. I aimed to create a system that would allow students to “step into history” rather than just observe it.
Different interview questions and survey questions based on methods.
Research and Testing Methods: The project required both qualitative and quantitative research approaches. To begin, I conducted a mixed-methods survey targeting university students and educators. The survey measured familiarity with AR, how comfortable participants were with learning new technologies, and their expectations regarding the educational value of AR/PM. I used a combination of Likert-scale questions and open-ended prompts to get both numerical data and deeper insights.
I also justified the user-centered testing approach, as the ultimate goal was to improve student engagement with historical content. I chose user experience (UX) testing frameworks, such as the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), to gauge how participants felt about the usability and educational potential of AR and PM tools.
These methods were ideal for addressing the research problem: to understand how AR/PM could enhance historical learning, not only from a technological standpoint but from a user-centered perspective. The testing methods allowed me to gather insights into the cognitive load, usability, and engagement levels of participants while interacting with the technology.
Data Analysis
The data analysis process aimed to bridge the gap between raw data collected through surveys, interviews, and observations and the actionable insights necessary for developing a user-centered prototype. A mixed-methods approach was used, combining quantitative and qualitative methods to comprehensively interpret the data. This dual approach ensured that both measurable trends and deeper contextual nuances were captured.
One of the analyzed data metrics from the survey visualized.
For quantitative data, descriptive statistics were utilized to identify patterns and trends. Metrics such as familiarity with AR and Projection Mapping (PM), perceived ease of use, and comfort with learning new technologies were analyzed. Quantitative analysis provided an overview of how participants, primarily university students aged 18-25, responded to AR/PM as potential educational tools. Tools such as Excel and SPSS were employed to calculate percentages, averages, and other statistical measures that helped summarize the dataset.
Analyzing qualitative data using thematic analysis with the Atlas.ti tool.
Qualitative data was analyzed through thematic analysis, which allowed for a nuanced understanding of subjective responses. Open-ended survey responses, semi-structured interviews with educators and technical experts, and observational notes were coded to identify recurring themes and patterns. Thematic coding was conducted using Atlas.ti, which facilitated the organization and categorization of qualitative data into coherent themes. Themes such as “ease of interaction,” “engagement potential,” and “barriers to adoption” emerged as critical focus areas. These themes were further validated through cross-referencing insights from multiple participant groups, ensuring reliability and comprehensiveness.
The justification for the chosen methods lies in their alignment with the study’s objectives. Quantitative methods effectively captured general trends and patterns, while qualitative analysis offered depth and context, particularly in understanding user perceptions and challenges. This combination provided a holistic view of how AR and PM can transform historical education, addressing both the potential benefits and perceived barriers.
Findings
Quantitative Findings: The survey results showed that 78% of participants were familiar with AR technology, but only 42% had any prior exposure to Projection Mapping. Despite this limited familiarity, over 85% of participants believed that these technologies could make history more engaging. A significant number (72%) expressed comfort with learning new technologies, suggesting a generally positive attitude toward incorporating AR/PM into their educational experience. However, 68% indicated concerns about the complexity of using these tools, highlighting a need for simplified interfaces and intuitive design.
When asked about the potential of AR/PM to enhance their understanding of historical events, 81% of respondents agreed or strongly agreed. Quantitative responses also indicated high expectations for interactivity and spatial visualization, with 74% identifying these features as critical for engagement. These findings established a strong case for focusing on usability and accessibility in the prototype development.
Qualitative Findings: Qualitative analysis enriched the quantitative data by uncovering deeper insights into participants' perceptions. Several themes emerged, including:
Engagement Potential: Students consistently described AR as a “transformative” tool that could bring historical events to life. They emphasized the value of immersive experiences in fostering a deeper connection with historical narratives.
Barriers to Adoption: Educators and students alike highlighted concerns about the complexity of integrating these technologies into traditional learning environments. Comments such as “it might be too difficult for non-tech-savvy users” underscored the need for user-friendly designs.
Content Relevance: Participants emphasized the importance of contextually accurate and culturally inclusive content. Several respondents noted that historical narratives presented through AR/PM should reflect diverse perspectives to avoid perpetuating biases.
Technical Challenges: Feedback from technical experts revealed potential obstacles, such as the impact of ambient lighting on Projection Mapping and the limitations of AR in outdoor environments.
Educator Perspectives: Interviews with educators revealed cautious optimism about the role of AR/PM in enhancing student engagement. While they recognized the potential for these technologies to make history more interactive, they also expressed concerns about aligning them with existing curricula. One educator remarked, “If it’s not seamlessly integrated, it becomes an add-on rather than a core teaching tool.” These insights highlighted the importance of developing tools that align with pedagogical practices and can be easily incorporated into lesson plans.
Technical Expert Contributions: Technical experts provided valuable insights into the feasibility of implementing AR and PM in educational contexts. They identified challenges such as the need for robust hardware and software solutions, particularly for Projection Mapping in dynamic outdoor environments like The Meadows. Their input guided the selection of scalable technologies and informed decisions about simplifying the prototype for usability.
Connection to Prototype Development: The findings informed the prototype’s design in several ways. For instance, concerns about usability led to the development of an intuitive interface that minimized cognitive load. Insights about engagement potential inspired features such as interactive timelines and spatially aware AR overlays. Technical feedback ensured the prototype’s compatibility with diverse educational settings, addressing concerns about accessibility and scalability.
Overall, the findings demonstrated a strong expectation for AR and PM to revolutionize historical education while highlighting the importance of addressing usability, content relevance, and technical challenges. These insights laid a solid foundation for developing a prototype that is both user-centered and pedagogically effective.
"Choosing the Right Tools: Building with AR and PM Technologies"
Initial planning phase illustrated.
With a solid understanding of the user needs and technological requirements, the next step was selecting the right tools for the job. My initial choice was Unity paired with ARKit for AR functionality. Unity offered powerful development capabilities, but during early trials, it became clear that its body tracking and real-time interaction were not as smooth as needed. The 3D models often failed to align correctly with real-world users, creating an inconsistent experience.
The set up in action
After evaluating these challenges, I shifted to Lens Studio, which provided better integration of body tracking and world-mapping tools. Lens Studio, although unconventional for educational projects, allowed for seamless tracking of users' movements, simplifying the development process.
Yep! It works
This shift was crucial for keeping the project user-friendly. Lens Studio’s platform, which was originally designed for Snapchat lenses, provided a quick and easy way to build AR experiences without overloading the system or the user.
From Concept to Reality: Developing the First Prototype
Initial attempt to map a 3D model with Xcode and coding—movement captured successfully, but 3D model overlay needs improvement.
With a solid understanding of the user needs and technological requirements, the next step was selecting the right tools for the job. My initial choice was Unity paired with ARKit for AR functionality. Unity offered powerful development capabilities, but during early trials, it became clear that its body tracking and real-time interaction were not as smooth as needed. The 3D models often failed to align correctly with real-world users, creating an inconsistent experience.
Refined, realistic work plan.
After evaluating these challenges, I shifted to Lens Studio, which provided better integration of body tracking and world-mapping tools. Lens Studio, although unconventional for educational projects, allowed for seamless tracking of users' movements, simplifying the development process.
First contact with Lens Studio.
This shift was crucial for keeping the project user-friendly. Lens Studio’s platform, which was originally designed for Snapchat lenses, provided a quick and easy way to build AR experiences without overloading the system or the user.
Bringing the Past to Life: Crafting Historical Figures in 3D
Designing custom 3D outfits representing history in Marvelous Designer and testing them in Lens Studio.
Once the tools were in place, it was time to start building the prototype. Using Lens Studio, I developed the initial AR experience, where users could view and interact with 3D models of historical figures. These models represented real individuals from The Meadows’ history, including cricketers from the 1960s and political protestors from the early 20th century.
Testing in Lens Studio with different 3D outfits
The biggest challenge in this phase was aligning the models with the users’ body movements. In early tests, the models appeared to "float" awkwardly, and their interaction with real-world environments was inconsistent. I experimented with different configurations of world tracking to ensure the models stayed grounded and reacted smoothly as users moved around them.
Exploring the Virtual World: Early Testing in Controlled Environments
Fun day testing the prototype—the test setup
Creating the 3D models for this project was another intricate step. Using Blender, I modeled figures dressed in clothing that represented different time periods, cross-referencing historical sources to ensure accuracy. The models included figures such as Victorian walkers, soldiers, and sports teams from The Meadows' past.
This Portfolio
Each model had to be carefully designed to respond to user interaction. For example, I added features where users could rotate the models and examine their outfits from different angles, and even switch between time periods to see how styles changed over the decades. This required not only artistic skill but also programming to ensure the figures responded to gestures smoothly.
These are the outfits I tested—it works!
One major challenge was ensuring the textures and accessories (like hats or badges) matched the historical period. Using research from photographs and historical archives, I was able to recreate these in Blender and then import them into Lens Studio.
These are the outfits I tested—it works!
"Choosing the Right Tools: Building with AR and PM Technologies"
The journey of exploring the potential of Augmented Reality (AR) and Projection Mapping (PM) to enhance historical education has been both rewarding and enlightening. This project allowed me to delve deeply into the intersection of technology, education, and user experience design. From conceptualization to implementation, each phase presented unique challenges and opportunities, shaping my understanding of how technology can be leveraged to make learning more engaging and accessible. However, the process also illuminated limitations and areas for growth, both in the project’s execution and in my personal development as a designer and researcher.
One of the most significant insights gained was the importance of adopting a user-centered approach in designing educational technologies. Engaging with university students, educators, and technical experts helped me ground the project in real-world needs and expectations. The feedback collected through surveys and interviews highlighted not only the potential of AR and PM but also the barriers to their adoption, such as concerns about complexity and accessibility. This iterative feedback loop underscored the need to prioritize usability and intuitive design, especially when working with novel technologies that may intimidate first-time users.
Balancing innovation with feasibility was another critical learning. While I initially envisioned implementing advanced features like true projection mapping, time constraints necessitated focusing on simplified projections to deliver a functional prototype within the project’s scope. Although this decision limited the immersive potential of the system, it reinforced the value of iterative development and the importance of prioritizing core functionalities over ambitious, time-intensive features. This pragmatic approach ensured the prototype remained achievable while still addressing the project’s primary objectives.
The testing phase further deepened my technical understanding, particularly the impact of environmental factors like lighting on AR and PM systems. Conducting all evaluations indoors provided a controlled environment but limited my ability to assess the system’s performance in outdoor settings, such as The Meadows, the historical site central to this study. I realized how crucial it is to test such technologies in their intended contexts to understand their full potential and limitations. Additionally, challenges like inconsistent lighting during indoor testing highlighted the importance of robust lighting controls for projection systems.
Time constraints were another notable limitation. The compressed timeline restricted the depth of exploration into more sophisticated features and technologies, such as adaptive projection mapping or enhanced interactivity. While the project achieved its primary goals, these constraints underscored the importance of realistic planning and time management in research and development. Expanding the timeline would have allowed for more thorough testing, the inclusion of advanced features, and perhaps a broader participant demographic to provide more generalizable insights.
Reflecting on the experience, the absence of outdoor testing stands out as a missed opportunity. Testing the prototype in The Meadows would have offered invaluable insights into its real-world usability, including its ability to handle variable lighting conditions, environmental distractions, and the dynamics of outdoor user engagement. Additionally, the decision to focus on simplified projections rather than true projection mapping, while practical, limited the system’s ability to create truly immersive experiences. These shortcomings highlight areas for future development and refinement.
Despite these limitations, this project was a profoundly transformative experience. It provided a platform to experiment with cutting-edge technologies, explore innovative pedagogical approaches, and navigate the complexities of interdisciplinary collaboration. Working closely with educators and technical experts revealed the importance of aligning technological tools with educational objectives and ensuring they are practical for real-world application. This collaborative process enriched my understanding of the challenges and opportunities involved in integrating AR and PM into historical education.
On a personal level, this project reinforced my ability to adapt and problem-solve in the face of constraints. The challenges of balancing technical feasibility, user needs, and project timelines pushed me to think creatively and strategically, honing skills that will be invaluable in future endeavors. More importantly, the experience underscored the potential of storytelling and immersive technologies to transform how we engage with history. By making historical narratives more interactive and accessible, AR and PM can foster deeper connections with the past, inspiring learners to think critically and empathetically about historical events.
Ultimately, this project was more than an academic endeavor; it was a journey of discovery and growth. It illuminated the transformative potential of technology in education while highlighting the need for thoughtful, user-centered design. The lessons learned from this experience will guide my future work, as I continue to explore the intersection of technology, design, and meaningful learning experiences.