Abstract

While recent studies suggest that augmented learning employing smart glasses increases overall learning performance, in this paper we are more interested in the question which repercussions ALSG will have on the type of knowledge that is acquired. Drawing from the theoretical discussion within epistemology about the differences between Knowledge-How and Knowledge-That, we will argue that ALSG furthers understanding as a series of epistemic and non-epistemic Knowing-Hows. Focusing on academic knowledge acquisition, especially with respect to early curriculum experiments in various STEM disciplines as investigated by the BmBF “Be-Greifen” project, we take the Be-Greifen holo.lab setup as an example for showing that ALSG shifts the learning focus from propositional knowledge to epistemic competencies, which can be differentiated as “grasping”, “wielding”, and “transferring”.