Reflections of History: Engaging Education Via Augmented Reality and Projected Imagery
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Section 1
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.
Section 2
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.
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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.
Section 3
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.
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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.
Section 4
Research and Idea Formation
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.
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.
Research Findings: The research findings revealed that while most participants were familiar with AR, they hadn’t experienced it in an educational context. There was a strong expectation that AR could make history more engaging and interactive. However, many were concerned about the complexity of using new technologies in educational environments. These concerns guided the development of a user-friendly prototype.
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The research informed the next steps, particularly focusing on how to make the system intuitive and engaging while minimizing cognitive overload for the users.
Planning and Tool Selection
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.
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.
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.
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Planning and Tool Selection
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.
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.
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.
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Building the First Prototype
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.
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.
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Designing and Refining the Historical Models
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.
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.
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.
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Testing the System Indoors
With the first working prototype, I conducted initial indoor testing. I set up a basic environment where participants could use their phone cameras to interact with the 3D models. The system was also projected onto walls using a projector to explore the possibilities of blending AR and PM. This allowed participants to interact with the models by moving around them, while the projection mapping created an immersive backdrop.
The indoor testing focused on evaluating ease of interaction, response times, and the overall usability of the AR system. Participants were given tasks such as rotating the models, switching between historical outfits, and reading the historical information displayed on the screen.
The feedback was both positive and constructive. Users loved the interactivity but mentioned that the models’ responses were sometimes too sensitive, making the transitions between historical outfits jumpy. The projection mapping added depth to the experience but needed fine-tuning to sync perfectly with the AR interactions.
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Refining the Experience
Armed with feedback from both indoor and outdoor testing, I began refining the system. The first major adjustment was to the rotation sensitivity—I fine-tuned the interactions to ensure that switching between different historical outfits was smooth and intuitive.
I also added an educational overlay, where users could tap or gesture to reveal historical facts about the time period they were viewing. This additional layer of information gave the experience more depth, making it not only interactive but also highly informative.
To overcome the sunlight challenges from outdoor testing, I improved the contrast of the projections and used a more powerful projector to ensure the models remained visible in bright conditions. These refinements made the system far more user-friendly and engaging.
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Final Testing and Presentation
The final round of testing involved a broader group of participants and took place both indoors and outdoors. The refinements worked, and the system performed well in both environments. Users could now seamlessly interact with historical figures, rotate them to see different outfits, and access educational information through simple gestures.
The combination of AR and Projection Mapping created an immersive experience, making history feel alive and accessible. Participants reported higher engagement and a better understanding of the historical context compared to traditional learning methods. This final phase was essential in validating the effectiveness of the project.
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