05. Conference Proceedings & Working Papers
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Browsing 05. Conference Proceedings & Working Papers by Subject "Augmented Reality (AR)"
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PublicationAugmented Reality and Education for Girls: An Inclusive Approach( 2022-09)PCF10 Sub-theme: Inspiring Innovation // Education has been shaken globally due to the Coronavirus disease 2019 (Covid-19) pandemic causing schools to close and thus constraining many learners with limited access to the traditional way of learning by attending classes physically. UNESCO revealed that school closures and learning loss across the globe from the pandemic reached 54 million in January 2022. Girls worldwide have limited access to education and the pandemic has made it extra difficult because of school closures. However, the application of virtual technologies like Augmented Reality (AR) in education can improve and sustain online learning to reach and include more girls in education. With the rise in the importance of AR, this paper is motivated to explore AR and education for girls with a focus on the inclusive approach. Literature review and content analysis are the methodologies used for a comparative study between India and Tanzania with findings indicating that there is a need to use and apply AR technologies particularly AR mobile technologies in education for girls to make the learning process fun, interactive and educative. The findings of this paper can assist education practitioners to use AR in education as an inclusive approach to widen the provision of education for girls. // Paper ID 6698 -
PublicationAugmented Reality-based Learning using iPads for Children with Autism( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The Covid-19 pandemic outbreak forced early childhood programs to make a sudden switch to remote learning in response to the crisis. While technologies can facilitate seamless migration of face-to-face learning to a virtual platform, these rapid advancements are merely tailored for typical children, causing children with special needs, including children with autism, to be left behind. To date, the prevalence of children across the globe diagnosed with autism spectrum disorders (ASD) has been increasing. ASD refers to complex neurodevelopment disorders characterized by intellectual disability, language impairment, characteristic and repetitive behaviours, and difficulties with interaction and social communication. Some children with ASD are capable perform all learning activities, but most of them require substantial support to perform basic learning activities. Previous studies found that children with ASD have difficulty understanding spoken language, but they have a strong interest in visual objects. Most of their learning occurs through watching since a visual process produced better recall than auditory learning. In other words, the visual channel could be the best way to develop their cognitive abilities and enhance their spoken language capabilities. Augmented reality (AR) is a technology in which audio, visual, and text are superimposed on the real world using mobile devices. AR is a promising technology that could help children with ASD better understand the world around them, bridging digital and physical worlds. Hence, the purpose of this study was to design, develop, and evaluate an immersive learning environment using AR for children with ASD. This study applied the design and development research approach that involved analysis, design and development, implementation and evaluation. The AR involved aspects, such as attention and positive emotions, social interaction, facial expressions, nonverbal social cues, and vocabulary that are crucial in the design and development of learning for children with ASD. // Paper ID 8622
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PublicationIf Augmented Reality is Really Effective as a Teaching Tool, Why is it Not Used in Distance Education?( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // In the past two decades, Augmented Reality (AR) has been increasingly receiving attention within the field of education, providing evidence of the positive impact of AR on the effectiveness of teaching and learning in several disciplinary contexts. Despite the evidence, there is a paucity of large-scale adoption of AR in higher education and no evidence of the deployment of AR in distance learning environments. The evolution of Distance Education (DE) has always been linked to advancements in (educational) technology in ameliorating the transactional distance between providing institutions and learners, supporting learners synchronously and asynchronously, as well as providing educators with tools to increase the effectiveness of pedagogy and use of resources. It is therefore unclear why AR has not been adopted in distance and distributed learning environments. A scoping review focused on establishing the enabling conditions for adopting AR in DE and the results were deductively evaluated. The results of the scoping review did not find any frameworks or models to guide the implementation of AR but pointed out several elements that need to be considered in the adoption of AR. This study resulted in a conceptual model identifying several pedagogical and organisational issues that may affect the adoption of AR in Distance Education. // Paper ID 0583
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PublicationImmersive Learning for Medicine using Augmented Reality with iPads( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The COVID-19 pandemic crisis has resulted in educational institutions across the world being pressured to revamp their teaching and learning practices, as well as to utilize the available technological tools to create content for remote learning. Medical education, on the other hand, requires a learning approach that is more appropriate with the program structure and technological advancements. In the medical domain, approaches as Augmented Reality (AR) could revolutionize the way to teach and train medical students. AR can be used in training for complex physiological systems to provide the medical students experience much closer to real-life, developing adaptive expertise and acquiring collaborative skills. AR technology could help physicians and surgeons-to-be learn about the latest methods and tools in their areas, as well as refining and encouraging their knowledge retention. In this capacity, AR is more than just a learning approach. Learning in the medical domain is usually situated in a real-life context. In other words, training in this real-life context is not always possible. AR learning environments potentially offer a meaningful situated learning experience that may enable the transfer of learning into the professional context. Previous studies were performed primarily into the development, usability, and initial implementation of AR learning environments. As such, this study was aimed to develop and evaluate an immersive learning environment for medical students using AR. The study applied the design and development research approach that involved three stages: (i) analysis; (ii) design and development; (iii) implementation and evaluation. This study described how AR enhanced the experiences of medical students, by improving understanding and knowledge, as well as practical and social skills. These elements were discussed within the context of AR in immersive medical education, which were action, performance, competency, and knowledge. Moreover, these elements were used to develop the final immersive learning environment for medical education using AR. Finally, this study also discussed the challenges of AR in teaching and learning, and proposed future directions for the use of this technology in revolutionizing medical education. // Paper ID 1080
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PublicationImproving Equity and Inclusion in Education using Virtual and Augmented Reality in Open Distance Learning( 2022-09)PCF10 Sub-theme: Promoting Equity and Inclusion // School closures due to the COVID-19 pandemic, have caused many countries to transform teaching and learning (T&L) using digital pedagogical techniques and tools. Educators and learners constantly communicated using networked devices such as smartphones and tablets to share content and to track learners’ learning progress. Also, many educational institutions across the globe rapidly built online courses and developed innovative online content in ensuring learning is continuous and responding to the challenges they faced in adapting and conducting online classes. Even though several countries have re-opened schools to foster various needs of learners, the pandemic did not stop education institutions to digitize their T&L approaches. The increasing number of affordable and more durable online courses in an Open Distance Learning (ODL) environment, for example, micro-credentials, have pushed education institutions to develop innovative programs and structures in improving the effectiveness of distance education. According to Ellysse (2021), virtual, augmented, and mixed reality (VR/ AR /MR) environments are more immersive, real, and motivating for learners and should be capitalized to bring a more transformative effect on the learning process. Apart from the effectiveness and impact of learning, it is also imperative that technological applications and use in classrooms should ensure inclusive and equitable principles are included to meet the social and emotional needs of students. Coupled with this, there is also a new generation of students entering college: they are digital natives who are connected 24/7 to their mobile devices (Harris, 2012) and it is important to ensure their learning needs are met too. Research by Sung (2014) using VR/AR combined with collaborative learning and the flexibility of mobile devices for a more ubiquitous experience may aid researchers in further improving inclusivity and equity of learning. Thus, creating lessons for ODL learners using VR/ AR /MR for a more inclusive and equitable environment necessitates looking at emerging pedagogical structures. In this paper, we sought to answer the research question: What are educators' perceptions and attitudes about using VR /AR technologies to improve equity and inclusion in education? Towards this, a qualitative study on the lecturer’s perception using purposive sampling was conducted. An open-ended survey questionnaire with responses from eight academicians were qualitatively analyzed using NVIVO 9. From the findings, most of educators believe and are aware that using VR/AR in the classroom can improve equity and inclusion. Finally, this study provides recommendations to educators and stakeholders in implementing AR/VR in their T&L approaches. // Paper ID 142
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PublicationPossible Adoption Options of Virtual and Augmented Reality Technologies in Open Universities during the Covid-19 Era( 2022-09)PCF10 Sub-theme: Inspiring Innovations // The paper explores the use of Virtual and Augmented Reality (VAR) in response to the Covid-19 Pandemic, that is, the role VAR can play during the Covid-19 crisis and beyond, for business continuity. VAR solutions are needed to help maintain continuity in teaching and learning following disruption caused by Covid-19 by allowing learners to continue to benefit similar physical teaching and learning experience by applying VAR solutions. The paper therefore reviews various solutions suitable for adoption in Open Universities. // Paper ID 4035
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PublicationTeachers' Self-efficacy on Integration of Augmented Reality in Teaching-learning activities: Comparison among Selected Schools in Nigeria( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Digital technology is redefining teaching-learning engagements and challenging the professional teachers to match the advancement; such is integration of augmented reality (AR) in education. Apparently, change often encounters reluctance to embrace it. As a lot of teachers still battle phobia for computer technologies, the integration of sophisticated AR could be a problem. No matter the challenges, reliable data could assist in planning towards mitigating the problems. Pertinently, self-efficacy data on teachers as stake holders are relevant to assist in planning, to maximise innovative potentials of AR in teaching and learning. Therefore, this study investigated teachers' self-efficacy on integration of augmented reality in teaching-learning activities among selected schools in Nigeria. In this descriptive survey research, cluster and random sampling methods were used to select sample. The target population was all the secondary school teachers in Lagos state, Nigeria; the sample comprised 178 participants. Validated Teacher Self-efficacy Questionnaire (TSQ) on 4-Likert scale, of 0.89 reliability coefficient, was used to collect data. The data were computed using percentage, bar-charts and Chi-square. The results revealed that differences in the levels of self-efficacy are not enough to make the teachers in public schools perform differently when compared to counterparts in private schools, if AR is integrated into teaching methods. Based on the results, it was recommended that awareness seminars should be organised for the teachers on how to use AR technology in education. Moreover, to ensure sustainability, require software should be made available, and the teachers should be given competency based training to use it. // Paper ID 5007