Augmented Reality and Education for Girls: An Inclusive Approach

Thumbnail Image
Mkwizu, Kezia
Bordoloi, Ritimoni
Corporate Author
Journal Title
Journal ISSN
Volume Title
Commonwealth of Learning (COL)
Report/Paper Number
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
Augmented Reality (AR), Women and Girls' Education, Gender, Inclusion, Educational Technology
India, Tanzania
Asia, Africa