Immersive Technology for Learning: Augmented and Virtual Reality

 Hi Friends! 

This week we discuss a digital tool that is often overlooked for education. What is augmented reality? Check out this video if you want to know more about augmented reality and how it is different from virtual reality. 

 

Augmented reality learning experiences have been used for classroom education and are generally considered effective tools for improving learning outcomes (Vuta, 2020). For example, using AR learning in learning can help students learn skills many skills relating to various disciplines including mathematics, engineering, language acquisition, biology, geography, and teaching. Many students who use AR technology for learning demonstrate improved critical spatial skills (Altınpulluk et al., 2020). They also experience improvement in their practical motor skills (Spinosa et al., 2020). All research about AR for learning concluded that learners generally experienced a significant increase in motivation when engaged in AR-related learning activities (Ashely-Welbeck & Vlachopoulos, 2020). Similarly, Fan et al. (2020) reported that user satisfaction was a common outcome of AR learning participation. Learning activities in an AR environment helped students have experiences that aligned with the benefits associated with active learning (Jesionkowska et al., 2020). Repeatedly, research findings point to a host of positive learning outcomes from using immersive technology like AR and VR in education. Despite the positive evidence for using AR in learning, it is generally not used in educational environments (Steffen et al., 2019). I have seen that the literature uncovers potential challenges with using AR in the classroom. For example, some users find AR technology complicated and they struggle with technical problems (Alzahrani, 2020). They may be expected to interact with highly technical devices that are unfamiliar and involve confusing tasks under intense situations. Teachers also experienced some confusion with integrating AR into their usual teaching methods if they lacked training on how to do so effectively. Finally, most AR applications are not designed by instructional designers. It is often insufficient for educational purposes since it is not designed with learning in mind, and lacks administrative features to support instructors, such as the ability to monitor student use and the inclusion of assessment tools (Grinshkun et al., 2021). What do you think? Are you willing to try augmented reality in your classroom? Do you think the benefits outweigh the challenges? Tell me about it in the comments.

References

Altınpulluk, H., Kesim, M., & Kurubacak, G. (2020). The usability of augmented reality in open and distance learning systems: A qualitative Delphi study. Open Praxis, 12(2), 283–307. 

Alzahrani, N. M. (2020). Augmented reality: A systematic review of its benefits and challenges in e-learning contexts. Applied Sciences, 10(16), 5660. https://doi.org/10.3390/app10165660 

Ashely-Welbeck, A., & Vlachopoulos, D. (2020). Teachers' perceptions on using augmented reality for language learning in primary years programme (PYP) education. International Journal of Emerging Technologies in Learning, 15(12), 116–135. 

Fan, M., Antle, A. N., & Warren, J. L. (2020). Augmented reality for early language learning: A systematic review of augmented reality application design, instructional strategies, and evaluation outcomes. Journal of Educational Computing Research, 58(6), 1059–1100. 

Grinshkun, A. V., Perevozchikova, M. S., Razova, E. V., & Khlobystova, I. Y. (2021). Using methods and means of the augmented reality technology when training future teachers of the digital school. European Journal of Contemporary Education, 10(2), 358–374. https://doi.org/10.13187/ejced.2021.2.358 Jesionkowska, J., Wild, F., & Deval, Y. (2020). Active learning augmented reality for steam education—a case study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198 

 https://doi.org/10.14705/rpnet.2021.50.1245 

Steffen, J. H., Gaskin, J. E., Meservy, T. O., Jenkins, J. L., & Wolman, I. (2019). Framework of affordances for virtual reality and augmented reality. Journal of Management Information Systems, 36(3), 683–729. https://doi.org/10.1080/07421222.2019.1628877 

Vuta, D. R. (2020). Augmented reality technologies in education - a literature review. Bulletin of the Transilvania University of Brasov. Series V: Economic Sciences, 13(2), 35–46. https://doi.org/10.31926/but.es.2020.13.62.2.4