Abstrakt
The study on augmented reality and its use in education, that is a base of this paper, arises from the needs of deeper notional and content definition of augmented reality in the context of education and sought to examine this issue from the technological psychological, physiological and didactical points of view. Primarily, it deals with the description of technological-functional properties and specifics of augmented reality, specifications of the significance of combining real environment with added information for information value of the provided content, identifying methodology of augmented reality, defining the system of criteria for technology solutions and didactical use of augmented reality and generating didactical aspects of augmented reality in education.
This paper focuses on identification of the perceptual and technological aspects of augmented reality and on categorization of augmented reality systems.