New Peer Learning with Augmented Reality Apps
- Adela Vitkovska
- Nov 6, 2025
- 6 min read
Start date 01-11-2021–End date 31-12-2023
EU Grant–241.354,00 €
Programme–Erasmus+
Key Action:
Partnerships for cooperation and exchanges of practices
Action Type:
Cooperation partnerships in higher education
Countries covered–5
Coordinator
EIA - ENSINO E INVESTIGACAO E ADMINISTRACAO SA
ANTIGA FABRICA DA POLVORA DE BARCARENA
2730 036 BARCARENA
🇵🇹 Portugal
Coordinator Type: Higher education institution (tertiary level)
Phone: +351214398203
Summary
Background
The N-Pear project combined collaborative expertise of technology enhanced learning researchers, computer scientists, and educators to build a strategic partnership to streamline the adoption of Augmented Reality (AR) technology in educational practice. The project created innovative, open and specialised educational resources for physical education educators that help implement and integrate active and collaborative learning pedagogical approaches supported by AR. The partnership was able to increase the support presented to educators. Through the project, specifically by focusing on collaborative and peer learning approaches, present in the MOOC, the needs of educators, such as physical education providers, were addressed.
Objectives
Throughout the project the partnership was able to be achieved: 1. The Mapping of the educational use of AR in physical education, focusing on collaborative and peer learning approaches. After gathering existing research results and available applications, the partnership complemented them and in the situation of the case studies validated them. 2. Facilitate the adoption of AR in physical education by creating open access teaching and learning material for educators. The new materials included a toolkit of educational AR apps and platforms supplemented by teacher guidelines, a compilation of best practices, and a competence framework for AR educators all available as independently as OERs and delivered as a MOOC with professionally designed audiovisual material). 3. Create and maintain community of experts in physical educational AR and other stakeholders that will ensure sustainability of the project and keep the most useful results up-todate. The project improves the digital competence of educators and subsequently their students by developing a comprehensive set of educational resources that are open and accessible online worldwide.
Implementation
The tasks and activities were allocated according to the experiences of the partners and a cost-effective perspective. Each partner was responsible for clearly defined tasks and activities and other partners collaborated and provided feedback for all work packages. EIA led the “TOOLkit of Educational AR apps”, also known as PR1. Clictic was in charge of the “Compendium of best practices in Educational AR”, name given to PR2. BEFO was in charge of the pedagogical strategy for AR and peer learning, which was RP3, while STEPP was responsible for the nPEAR MOOC, the PR4. Primerframe overview the development of the open access audiovisual material and Idef, the PR5 and the nPEAR publications of the project, PR6. Besides the activities related to the PRs (Project Result), also the partnership implemented activities for the organisation of transnational meetings in Portugal, Spain, Latvia, Italy and Greece, which allowed to analyse the quality of activities already undertook and their consistency with the project goals.
Results
The project development and shared the concrete outputs such as visuals to enhance text resources, which was the new method of teaching on how to use these visual and open educational resources in physical education. The project produced various visual resources such as diagrams, charts, illustrations, and videos relevant to physical education topics. These visuals cover areas like anatomy, exercise techniques, sports rules, and strategies. It also has developed interactive materials such as quizzes and multimedia presentations to engage learners and reinforce key concepts in physical education. The project created instructional guides to help educators effectively use the visual resources in their teaching. These guides include suggestions for lesson plans, activity ideas, and best practices for integrating visuals into instruction. The project organized training workshops or professional development sessions to educate educators on how to utilize the visual resources and open educational materials effectively in physical education instruction. This project developed assessment tools to measure the effectiveness of the visual resources, that include surveys, questionnaires, and performance assessments. Produced findings on the impact of using visual resources and open educational materials in physical education instruction. These findings contribute to the body of knowledge on effective teaching practices in the field of Augmented Reality. Another output was the nPEAR conference, an event where physical education students and educators met to share knowledge, practice AR experiences and disseminate the outcomes of the project, creating a community regarding the topics.The project produced 6 major outputs during its duration: 1. A toolkit regarding AR apps; 2. Compendium of best practices (case studies in Portugal, Spain, Italy and Greece); 3. A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including an educational AR skills framework; 4. A MOOC (massive open online course) aimed at unlimited participation and open access via the web; 5. Audiovisual material for the toolkit and the MOOC; 6. Academic publications (an AR for educator’s publication containing inputs from the project and the nPEAR conference proceedings). By the end of the project equip the participants with skills of future jobs in AR, to help participants gain competencies and to provide a model of modular non-formal education informed by contemporary educational approaches for other European countries. The modular curriculum delivered online in the MOOC platform is translated in English, Portuguese, Italian, Spanish, Latvian and Greek, which allowed to reach international learners. WEBPAGE: https://erasmus-plus.ec.europa.eu/projects/search/details/2021-1-PT01-KA220-HED-000032018
Partners
BIEDRIBA EUROFORTIS 🇱🇻 Latvia
ANNINMUIZAS BULVARIS 38-37
1067 RIGA
Rīga
🇱🇻 Latvia
Partner Type: Non-governmental organisation/association/social enterprise
Phone: +37127763451
Clictic S.L. 🇪🇸 Spain
Rúa da Coruña, 33
36208 Vigo
Galicia
🇪🇸 Spain
Partner Type: Small and medium sized enterprise
Phone: +34986126843
PrimerFrame 🇪🇸 Spain
Campanar 37-39
46009 Valencia
Comunidad Valenciana
🇪🇸 Spain
Partner Type: Small and medium sized enterprise
Phone: +34634796199
STEPP STRATEGIE SERVIZI SVILUPPO SRL 🇮🇹 Italy
Via Lorenzo il Magnifico
50129 Firenze
Toscana
🇮🇹 Italy
Partner Type: Small and medium sized enterprise
Phone: +39 331 188 3093
UNITY EVROPAIKO KOLLEGIO ELLADAS 🇬🇷 Greece
125 KIFISSIAS AVENUE
11524` ATHENS
🇬🇷 Greece
Partner Type: School/Institute/Educational centre – Vocational Training (secondary level)
Phone: +306980772
Results
Practical & reusable resources for the practitioners
TOOLkit of Educational AR apps
Description
Objectives:
To review existing educational AR apps, especially on physical education
To evaluate the educational AR apps
To produce a toolkit with unified guidelines for physical education educators
The toolkit will gather all available open access or low cost AR tools and explain to educators and students how to use them (video tutorials) and for what purposes. It could be widely shared to teachers, educators and vocational trainers interested in making learning more alive. It could impact pedagogy and influence peer-to peer-learning.
Type
Toolkit
Contents
Research material bringing forward the reflection in the sector
COMPENDIUM OF BEST PRACTICES IN A.R.
Description
The Requirements Analysis Document is a design model that aims to highlight the process by which the requirements of the compendium of good practices are translated into a representation of the requirements of the compendium of good practices of analysis components, examples, testimonials and data needed for the implementation phase.
Type
Studies
Contents
A Pedagogical strategy for AR and peer learning
Description
A Pedagogical strategy for AR and peer learning: A strategy for implementing AR in peer learning in physical education based on existing best practices in the educational use of AR, including educational AR skills framework
Type
Research publications
Contents
Dissemination material
Audiovisual material for the toolkit and the MOOC
Description
Audiovisual material for the toolkit and the MOOC
https://moodle.n-peer.com/login/index.php
Type
Presentation, Recap video
Contents
Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings)
Description
Academic publications (an AR for educators book containing all major results of the project and the nPEAR conference proceedings)
Type
Social media coverage
Contents
Video 2
Description
This is another video for dissemination and report analysis
Type
Presentation, Recap video
Contents
Video Promotion of the Project
Description
This is in our drive project and on youtube, because it was too heavy to upload -
https://moodle.n-peer.com/login/index.php
Type
Presentation, Recap video
Contents
Comments