Using Augmented Reality to Enhance Academic Library Signage, Exhibits, and Instruction

Using Augmented Reality to Enhance Academic Library Signage, Exhibits, and Instruction

Natasha Jenkins

Acquisitions, Collections, Assessment, and Resource Management Coordinator

Alabama State University

drnatashajenkins@gmail.com

Augmented Reality (AR) is a technology that has been evolving since the 1960’s. It involves overlaying the

real world with digital objects. There are applications available for academic libraries to help engage users and

enhance user experiences with library resources. During the summer of 2021, the Levi Watkins Learning Cen-

ter at Alabama State University piloted a project that involved using AR to enhance some of its existing sign-

age, displays, and resources. This article highlights these examples of AR at this library, challenges the librari-

ans experienced while implementing the AR, what they learned, and their future plans for implementing AR.

Keywords: augmented reality, academic libraries, instruction

Introduction

Imagine sitting in a room having a conversation with Civil Rights icons like Rosa Parks or the Rever-

end Robert Graetz and his wife, Jean. During the encounter, they tell you stories of preparing for marches or

what it was like to have someone try to kill you. Imagine being a student needing information about a specific

library service or resource and the world is in the middle of a pandemic, so a librarian safely appears with all

the information you may need. Librarians and Digitization Technicians at the Levi Watkins Learning Center

(LWLC) at Alabama State University (ASU) have made both of these possible through augmented reality

(AR). The idea to present artifacts in the library’s special collections using AR was initially introduced to the

library’s administration in the fall of 2018, and a project was piloted in the summer of 2021. The librarians

also envisioned utilizing this technology to enhance signage, displays, and resources by merging “the real

world with digital objects as visual overlays” (Roy & Kanjilal, 2021). One goal of AR is to help users inside

the library have better experiences (Ekart, 2011). This pilot project involved integrating augmented reality into

several existing library displays that were capable of enhancing cognitive learning for library constituents at

the LWLC.

According to Anderson and Krathwohl (2001), cognitive learning is a process involving six categories:

remember, understand, apply, analyze, evaluate, and create. The remember category is complete when an

in various forms. The third category, apply, involves executing or implementing a procedure. Analyzing in-

volves determining the important parts of a message, how the message is organized, and the purpose of the

message. The evaluate category involves making decisions based on established criteria. Lastly, the create cat-

egory involves constructing or designing a product. Relevant assessment strategies are determined by the pro-

cess and category.

The recall and execution processes of the “remember” and “apply” categories were selected as the fo-

cus points of the pilot project at the LWLC. According to Anderson and Krathwohl (2001), examples of recall

and execution assessments are giving students prompts to demonstrate the ability to recall previously learned

information, and carrying out a known procedure to demonstrate the ability to execute a learned task, respec-

tively. The assessment for these categories and processes will be explained in the AR at the Levi Watkins

Learning Center section.

Research on the possibility of using AR in the LWLC began with a focus on academic libraries (Sural,

2018; Todd-Diaz et al., 2018), and quickly grew to include public libraries (Dahya et al., 2021) and institutions

other than libraries (Chasapis et al., 2020; Porter & Heppelmann, 2019). Augmented reality has been used in

academic libraries to market information and resources, enhance information literacy, and deliver infor-

mation (Roy & Kanjilal, 2021; Todd-Diaz et al., 2018). Roy and Kanjilal (2021) explored the use of AR appli-

cations on mobile devices to assist academic librarians in choosing the most efficient, and cost effective appli-

cation to meet their institutional needs. The study found that AR is valuable to users during COVID, and that

its performance depends on the object. Todd-Diaz et al. (2018) used two libraries to explore the viability of

several AR applications in academic libraries. The features, types of available subscriptions, and download

ability were compared for five AR apps. To incorporate the technology into the library, AR applications had to

be selected, designed, and developed, content had to be created, and the technology had to be marketed to the

campus community.

The App

Web based AR applications allow for three types of AR: marker-based AR, markerless based AR, geo-

location-based AR. Marker-based AR involves bringing an image to life. The image must be unique to ensure

marker, is scanned using an AR app previously downloaded on mobile app (Zvejnieks, 2019). This scan will

initiate additional 3D content to appear on top of the marker. Markerless based AR involves scanning a flat

surface in the surrounding environment (Zvejnieks, 2019). Interior design tools are examples of markerless

based AR. Geolocation-based AR connects content to a specific location. It places virtual objects or walking

directions on top of the physical space (Paladini, 2018). An example of geolocation-based AR is Pokemon Go.

The selection, designing, and development of the AR application at the LWLC was completed by the Digitiza-

tion Technician. Arloopa, an AR application that to life.

ARLOOPA offers packages that depend on the number of markers an individual or institution will use,

as well as the amount of cloud data storage they will consume. The starting price for activation is $14.99 per

month for the institution (Arloopa, 2021). This allows students and other library constituents to download the

Arloopa app from both the Google Play Store and the Mac App Store for free. Once users download the app,

they tap the scanner icon, aim their camera at an image or object, and wait for it to identify a marker. Users can

also opt for the markerless experience by opening the app and selecting one of the categories. Both the cost of

activation and ease of use were factors in the selection of this app.

AR at the Levi Watkins Learning Center

Signage

During the 2019-2020 and 2020-2021 academic years, academic libraries were faced with having to

adapt to virtual learning environments due to the COVID-19 pandemic. This meant that librarians had to learn

new methods of student management and student engagement. To aid in this endeavor, librarians at the LWLC

concentrated on new formats for content delivery. The primary formats were videos and LibGuides. Once stu-

dents returned to face-to-face instruction, AR would provide a socially distant way to provide answers to com-

monly asked questions, to teach procedures, and to engage users in a different way.

Librarians created a list of common areas, services, and resources that users frequently asked about.

Videos created during the pandemic’s virtual learning experience, in addition to a list of content to be created,

were matched to this list. This list included instructions on how to print, descriptions of the types of rooms lo-

cated on each floor, and lists of requirements for using specific rooms. An image or sign was selected for each

brief description, and a unique image were selected for each of the markers. Finally, each marker was pub-

lished. Upon viewing the content associated with each marker, it was expected that users had the cognitive

ability to carry out a certain task. To assess this cognitive skill, users were allowed to print or check out a book

without assistance. If they were successful, it was assumed the specific cognitive process was achieved be-

cause they had the ability to carry out a known procedure or execute a learned task.

Interactive Exhibits

Librarians are often searching for innovative ways to market their services. Students at ASU have an en-

hanced exhibit to help them identify their subject librarian. As a part of the pilot project, librarians created in-

troduction videos to make the “Meet Your Library Faculty & Staff” display interactive. The videos highlighted

the individual personalities of each of the librarians, as well as informed users about research assistance, li-

brary hours, and other services. Each librarian also submitted a unique image, which was given to the Digitiza-

tion Technician to be used as the marker in the Arloopa application. Once the students scanned the image, a

librarian’s 3D introduction video would begin playing. Content in the videos led students to knowing who to

contact for research assistance and with making virtual appointments with their subject librarian.

Instruction

Incorporating the use of AR with library instruction invites students to meet library staff, have hands on expe-

riences with library resources, and simultaneously practice social distancing. In previous surveys, 56% of first-

year students at ASU preferred face-to-face methods of communicating with librarians. In an effort to connect

with these students during the pandemic, the AR enhanced displays and exhibits were promoted as a part of the

First Year Experience (FYE) Quality Enhancement Plant assignment. In the library portion of this assignment,

students were required to watch a YouTube video which highlighted tips and services. Students were also in-

vited to interact with the AR displays. The students were then asked to write one paragraph about their experi-

ence by responding to the following prompt:

 Use or explore at least one of the resources/tips mentioned in the video.

 How will you use what you learned from this activity to help you as an ASU student?

In the future, students will be prompted to use AR to learn how to use the library catalog, create appro-

priate citations, identify a specific type of source, and more. Librarians will use social media, informational

videos, 3D models, and other technology to make AR content appealing to users. The goal is to enhance other

cognitive learning processes by using these methods. According to Eldokhny and Drwish (2021) AR is used to

encourage cognitive processes by presenting an extremely clear visual image that initiates a connection be-

tween the eyes and the brain. A video, or any content uploaded to the web-based AR application will have a

positive effect on learning because cognitive loads are reduced, and it allows users to repeat the content as of-

ten as they desire Eldokhny and Drwish (2021).

AR provides librarians the opportunity to combine digital and physical spaces. AR has the ability to

allow students to establish connections between information that were not possible prior to AR (Thomas, et al.,

2019). For example, an AR application can be used to present library resources in 3D in a classroom. Students

can examine the resources and compare them to learn identify a source based on physical appearance without

leaving the room. This is advantageous during the COVID pandemic. The next time the student needs to dif-

ferentiate between the sources, they will be able to use at least three cognitive processes-remember, analyze,

and differentiate. Rather than storing the items and information about them in separate digital or physical lo-

cations, AR creates the space to store them in one location. This setting increases the possible uses of AR and

the objects, which ultimately increases what the brain can process (Thomas, et al., 2019).

Lessons Learned

This project revealed several challenges with the selected AR application. While the app seemed to do

everything the Digital Technician needed, it did not function very well for users or the librarians. For example,

it loaded slowly, and the user’s device has to be held horizontally to view the entire screen. This was only dis-

covered after multiple uses. Also, users must create an account and sign in after the first 100 “experiences” with the app. Other apps such as Blippar, Layar, Clio, Aurasma, and Historypin will be reviewed for their

functionality and applicability in the future (Diaz-Todd et al., 2018).Other challenges were related to market--

hancing artifacts with AR, a greater emphasis will be placed on marketing the technology and its capabili-

ties. Lastly, many librarians were unfamiliar with the term “augmented reality.” This unfamiliarity created

apprehension and stalled buy-in to the pilot project. Once librarians understood the idea of AR, both buy-in

and content creation increased.

What’s Next?

Future plans for AR in the library involve exhibiting delicate items from the Special Collec-

tions and Archives collections. Staff in these areas are often responsible for promoting access to information

and resources that are both rare and fragile. One-of-a-kind oral histories and video recordings of Civil Rights

icons will soon accompany some of the exhibits, images, and displays in these areas . AR provides opportuni-

ties for interactive experiences to engage users with these resources about these artifacts. AR will allow users

to view rare or unique objects at scale, from all angles, within real world environments (Thomas, et al., 2019).

Without AR, these objects would not be accessible. Along with the 3D artifact or video of the individual ap-

pearing in the physical space after scanning the environment, users will be guided to additional resources about

the item or individual. A map, or geolocation-based AR will be used to direct users to books, additional dis-

plays, archivists, and other supplemental resources to assist with their information needs.

There are plans in place to enhance AR technology by incorporating the use of other web-based tech-

nologies. The library also recently purchased virtual reality (VR) goggles. VR is widely used in educational

environments. VR acts as an imaginary world, while AR a digital object to the real world. Both AR and VR

are commonly used in entertainment, education, and research (Chandrasekera & Yoon, 2018). In the future,

AR and VR will be promoted in tandem by the LWLC.

There are also opportunities for the library to collaborate with the campus community. Students, facul-

ty, and staff will be invited to serve as cameo presenters of information as a form of community engagement.

They will be provided with a script and allowed to present the information for certain areas, artifacts, or dis-

plays in the library. Input from library users will also be a vital part of the next phase of AR at the LWLC. Us-

ers will be able to leave comments about the AR displays by completing a survey. The survey will be accessi-

fering content.

Conclusion

AR at the LWLC is still in its infancy. Unfortunately, surveys were not completed during the pilot

phase. This presented a significant challenge in determining which functions of AR users found most benefi-

cial. However, there are a plethora of plans in place to incorporate AR into other areas of the library, to market

the resource, and to measure its impact on the cognitive processes of library users. From instruction to market-

ing services, librarians are optimistic about the plans for AR at this library. This technology will allow them to

be creative, supports the new COVID normal of not touching things, and instantly collects data. While this

technology is engaging to students, faculty, and other users during their initial experience, librarians will use

newly enhanced signage, displays, and instructional material to encourage users to return for additional visits.

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