Is It Possible to Teach and Develop Augmented Reality (AR)?

A Level Computing

Augmented Reality (AR) is no longer a futuristic idea. It is used in navigation apps, medicine, engineering, retail, gaming, and education. Students interact with AR daily without realising it — through Snapchat filters, IKEA furniture previews, Google 3D animals, and the heads-up information on many smartphone apps.

So the question for teachers is: Can AR be taught and developed at A Level?
The answer is yes — at least at an introductory level — and doing so greatly enriches students’ understanding of computing, graphics, and real-world problem solving.

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What AR Actually Involves

AR overlays digital information onto the real world using:

• a camera

• motion sensors

• computer vision

• 3D graphics

• a display (usually a phone or tablet)

In other words, AR sits right at the intersection of:

• programming

• mathematics

• physics

• digital design

• user interface development

This means it aligns beautifully with the aims of A Level Computing.

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Why AR Is Worth Teaching

1. It connects computing with real-world innovation

AR powers:

• medical surgical overlays

• engineering diagnostics

• retail product visualisers

• educational science models

• live language translation apps

• architecture mock-ups

• tourism and museum guides

Students see computing as something that shapes the modern world.

2. It reinforces core A Level concepts

AR requires understanding of:

• coordinate systems

• vectors and transformations

• algorithms

• camera input handling

• data processing

• event-driven programming

These are all part of the specification, especially for OCR and AQA.

3. It motivates students who enjoy creative computing

AR development combines coding with design — perfect for learners who enjoy both technical and visual thinking.

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How AR Can Be Taught at A Level (Realistically)

Students do not need to build a full AR engine. Instead, they can use accessible tools that abstract the difficult parts.

Option 1: Python + OpenCV (Basic AR Principles)

Students can:

• track markers

• detect shapes

• overlay simple graphics

• detect motion

• insert text or images based on camera input

This teaches the underlying computer vision concepts.

Option 2: Unity with AR Foundation (Industry Standard)

Unity is widely used in gaming and AR.
Students can:

• place 3D objects on real surfaces

• detect planes and anchors

• create AR educational tools

• design simple AR games

Unity development is approachable for A Level students with teacher guidance.

Option 3: Web-Based AR (Easiest to Deploy)

Using libraries like AR.js or Three.js, students can create AR experiences that run straight from a phone browser.

This requires:

• basic JavaScript

• simple 3D objects

• markers (printed QR-style patterns)

This is perfect for class demonstrations.

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Possible Student AR Projects

• An AR model of the heart that labels structures when viewed with a phone

• A solar system model floating above a desk

• AR maths visualisations (vectors, graphs, transformations)

• A museum-style interactive poster

• An AR periodic table

• A simple AR scavenger hunt using markers around the classroom

• A revision tool where pointing a phone at a keyword reveals definitions

These projects are achievable and give students a sense of building something cutting-edge.

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Challenges and Considerations

• AR requires relatively modern hardware

• Performance depends on lighting and device quality

• Teachers must introduce 3D coordinate systems

• Students need time to learn the tools

• Exporting apps can be tricky without licences

However, none of these challenges prevent delivering a meaningful, introductory AR curriculum.

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Why Teaching AR Matters

AR is a major growth area in the tech sector.
Students who understand its principles gain:

• valuable insight into future careers

• experience in creative problem solving

• confidence in combining programming with design

• portfolio-ready projects that make UCAS and apprenticeships stand out

Teaching AR doesn’t require building the next Pokémon GO — it simply means giving students controlled, achievable experiences of how digital information interacts with the real world.