Document Type
Article
Source of Publication
Studies in Technology Enhanced Learning
Publication Date
3-14-2022
Abstract
Augmented reality (AR) apps, like Adobe’s Aero, enable users to turn Photoshop layers into interactive AR experiences and are considered promising for higher education. But what we see or do not see are mediated via histories, cultural values, ideologies, social practices and technologies. Simultaneously, the ways we receive knowledge, communicate and learn are more than ever being communicated via visual technologies. Yet, theories of visuality within educational research represent a longstanding gap within scholarship and theorising of visual technologies, including AR, is lacking. This study re-orientates conceptions of AR visual literacy through ‘thinking with’ semiotics, which is the study of signs, images, sounds or any phenomena communicating meaning (Peirce, 1908). Semiotics is synthesised with dialogism, defined as the exchange of texts, perspectives and voices (Bakhtin, 1986). The semiotic-dialogic framework is applied to a series of AR exhibits at Adobe’s (2020) Festival of the Impossible. The analysis re-orientates commercialised conceptions of AR pedagogy to reveal that, while AR experiences can be developed without coding knowledge, they still require visual literacies.
DOI Link
ISSN
Publisher
PubPub
Disciplines
Communication | Education
Keywords
Augmented reality, Visual technologies, Visual literacies, Semiotics, Dialogism, Collaborative learning, Thinking with
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Hurley, Zoe, "Thinking with semiotic-dialogism: Re-orientating augmented reality and visual literacy" (2022). All Works. 4925.
https://zuscholars.zu.ac.ae/works/4925
Indexed in Scopus
no
Open Access
yes
Open Access Type
Hybrid: This publication is openly available in a subscription-based journal/series