This blog was first published in 2022 and has been updated to reflect new information and recent updates to the specification.

Vinay Thawait, Computer Science, IT and Creative iMedia Subject Advisor

In this blog I’ll share insights from centres teaching our Cambridge National in IT (J836) that have already successfully delivered and assessed unit R070: Using augmented reality to present information. I’ll also outline the moderation series in general, and share findings from our trials of various augmented reality (AR) software development kits (SDKs).

“Learning AR enhances learning experiences, engages students, and provides a practical approach to understanding and solving complex concepts.”

Moderation series

Since the introduction of the new Cambridge National in IT in 2022, we’ve successfully completed multiple moderation series for the non-exam assessment (NEA) units R060 and R070. As expected, entries for unit R070 were initially low in 2023 series, but have grown steadily year on year.

AR software trials and further recommendations

We promised to provide you with updates on more AR SDKs when they become available and suitable for use. 

Following trials of a number of AR SDKs, I can confirm that the following AR SDKs can be used to create an AR model prototype solution with no coding and allow students to meet the assessment requirements for Topic Area 3 The suggested AR SDKs should not act as a barrier to candidates securing Mark Band 3 for the associated marking criteria where the appropriate levels of application have been shown:

• OpenSpace3D Editor – a free and open-source platform, designed to create virtual and augmented-reality applications or games.
• Assemblr Studio Web – basic user accounts are free but an education licence upgrade allows custom sound files to be included in the AR model prototype. To insert an external audio file you would need to convert the audio asset into a video file (with a blank background) for students to use as the software allows for video format upload.

For more information, please download our updated AR software recommendations document. This is updated regularly so please make sure you have the latest version.

Centres’ experiences of using AR SDKs

I’ve been talking with the heads of Computer Science and IT departments in England who are offering our new Cambridge National in IT J836 qualification, especially those focussed on the delivery and assessment of Unit R070. I wanted to find out which centres have used our recommended AR SDKs, and how, so others can learn from their experiences.

In the past, centres used freely available AR SDK  Adobe Aero desktop (beta version) and/or XR Plus Studio (basic plan) and were able to successfully develop an AR model prototype solution for the live set assignment. These AR SDKs are no longer available. 

Some centres used BlippAR/Blippbuilder (not available from June 2026), ZapWorks Studio (education licence only), OpenSpace3D or Assemblr world with their students successfully. 

Note that where appropriate, names of centres are anonymised for GDPR compliance reasons. 

School A

Susan Walker-Mitchell, Course Team Leader for IT at Long Road Sixth Form College in Cambridge, shared her experience in choosing, installing and using an AR SDK:

“We have successfully used the Blippbuilder Microsoft Teams App with our students. Students enjoyed creating the AR solutions with great interest. It was easy to install our chosen AR SDK on our IT network, and everyone now has access to it through Microsoft Teams.”

Note that this AR SDK is no longer available to users, so centres will have to consider a different AR SDK or use alternative software such as presentation software to create a simulated AR experience.

School B

The head of Computer Science and IT in another secondary school in the north of England informed me that the school’s outsourced IT services’ provider refused to install the OpenSpace 3D desktop software.

“Therefore we are using Assemblr World Studio, an online AR SDK, with our students by creating free login accounts (basic plan) for them.

The only data that we shared for creating free login accounts was the students’ email addresses. I had to get an external organisation to check the risks regarding GDPR for using this website and they came back all clear as long as no names were shared, so we used student1, student2 etc, rather than real names to register them. We had no issues with the number of students using the site, and my students are enjoying using it.”

School C

Another school in the Midlands (part of a multi-academy trust) used XR+ and Zapworks Studio with an education licence. They were able to register their students with help from XR+ directly and had no issues with Adobe Aero registration:

“Soon after we started using XR+ Studio online, we learned that the basic plan package limited the number of users who can access the SDK at any one time from a single IP address. We tackled this by carefully managing timetables to allow our students to access XR+ Studio and they were able to complete the set assignment tasks successfully. 

Later we found out that XR+ was shutting down with no access to students’ previous work. We then worked with our IT support team to purchase an education licence and implement the use of Zapworks Studio. Our students used Zapworks Studio software to create AR model prototypes for R070 and achieved good outcomes.”

The use of AR SDK or alternative software

We have recently updated the specification, NEA task evidence requirements, sample assessment materials (SAM) and support materials with new guidance for teachers and students. 

It is no longer compulsory to use an AR SDK to create the AR model prototype. Students can now use alternative software such as presentation software to create a simulated AR experience. 

A simulated AR experience must show what the AR model would look like when it is working. This means using things that move or change such as simple animation, clicking or tapping to make something happen and visual effects including making objects appear closer or further away to look like they are in the same space as the real world. The simulated AR experience must include the illusion of depth. 

When an AR model prototype is made using an AR SDK, animation may be applied through built‑in functionality (e.g. via software tools). When using alternative software, such as presentation software, students must create these effects using tools like animations, layers, size changes and slide transitions. In both cases, the aim is to show how virtual objects would look and behave in AR, not just to create a set of static slides. 

Alternative software can include, but isn’t limited to, presentation software, such as PowerPoint, Google Slides and Canva.

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About the author

Vinay joined Cambridge OCR in July 2014 to support the GQ reform and development of the AS and A Level Computer Science qualifications. Since then, he has been involved in the development of the reformed GCSE (9-1) Computer Science, Entry Level Computer Science, Cambridge National in IT, Level 3 Cambridge Advanced National (AAQ) in IT: Data Analytics, Level 3 Cambridge Advanced National (AAQ) in Computing: Application development and Cambridge Advanced National (AAQ) in Cyber security and Networks qualifications.

Before joining Cambridge OCR, Vinay spent more than 25 years in IT and Computer Science teaching and leadership roles, working for several schools as well as local authorities educational support team. He was the National Bid Lead for the Building Schools for the Future (BSF) initiative within Capita IT, and also the Head of Operations for an audio-visual educational software development company. 

Vinay has a degree, three post-graduate masters and NPQH from Warwick, Coventry, and Nottingham Universities. Outside work, he takes part in karate, cricket, and badminton. He doesn’t believe in ‘just sitting down and watching TV’.