Embodied (Learning) Experience and Augmented Reality

In the wake of continuing digitalization of everyday life, including the school and other educational institutions, Augmented Reality (AR), is one of the latest technical innovations that promise to improve education both in terms of providing faster access to information and, more importantly, by enhancing the learning experience. But, do extended experiences differ from what we might otherwise call ordinary world-experience? Is the perceptual experience using AR fundamentally different from the non-medialized/augmented experience? And under what conditions is the use of AR technology conceivable and sensible in educational contexts? In addressing these questions, we will first trace some main lines of phenomenological accounts of perception: intentionality, horizontality, intercorporeality (Part 2). Subsequently, we will discuss the question of whether AR not only changes perception, but also the lifeworld of its users at the same time (Part 3). In part 4, we will discuss possible consequences for the use of AR in educational contexts.