1 10 1 https://digitalresearch.bsu.edu/studentsymposium2021/files/original/05ab5ef6cce9ecc38943ecf41d1b03ea.pdf 0bcadd9733c8643ffadaf93102b89d26 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era Subject The topic of the resource The use of technology applications such as virtual reality (VR) and augmented reality (AR). to support learning in the field of adult education. Description An account of the resource As our society becomes more globalized and interconnected, technology adoption has become an important factor for adult education. As a result of the social distancing guidelines imposed by the COVID-19 pandemic, education has been forced to rapidly adopt the use of technology for learning purposes. Consequently, the advancement in technology has made it possible to adapt different improvements to the learning and teaching activities. Technology in education can be used for improving students’ engagement, enhancing participation, improving critical thinking and problem solving, having immediate feedback, performing hands-on learning, and develop new skills to fulfill the adult’s specific educational needs. Consequently, the use of technology for adult education might imply the use of some new applications such as virtual reality (VR) and augmented reality (AR). Virtual reality technologies allow users to fully immerse and interact with virtual environments and objects providing sensorial feedback. Augmented reality allows the interaction with the surrounding environment by superimposing images to real scenarios. Both technologies can be used as an enabler element to foster Self-Directed Learning (SDL) opening the opportunities for a learner’s richer experience. Consequently, to support adult learning, institutions and practitioners can use VR and AR technologies to effectively adapt their practices to adult learning. This poster presents the VR and AR technologies and relates them to the potential use of education for adults. Creator An entity primarily responsible for making the resource Luis Eduardo Orozco Date A point or period of time associated with an event in the lifecycle of the resource March 2021 Contributor An entity responsible for making contributions to the resource Dr. Regina Giraldo-Garcia Language A language of the resource English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era Description An account of the resource Methods A literature review was performed in four large databases such as ERIC (EBSCOhost), ERIC (ProQuest), Web of Science, Google Scholar. We searched using the following keywords in the title and abstract sections (("Virtual Reality" OR “Augmented Reality") AND (Adult Education)). The criteria used in locating the relevant papers were a) the application of AR and VR technologies in adult education; and b) the article was released within the last five years. Additionally, the researcher suggested several published papers including prior surveys, which are representative of the field. After combining these two sources or literature, fourteen articles relevant to the initial criteria were identified. Their core ideas were extracted, and the results were summarized. The collection of these papers is listed in the references section. Creator An entity primarily responsible for making the resource Luis Eduardo Orozco Date A point or period of time associated with an event in the lifecycle of the resource March 2021 Contributor An entity responsible for making contributions to the resource Dr. Giraldo-Garcia Format The file format, physical medium, or dimensions of the resource PowerPoint File Language A language of the resource English Subject The topic of the resource Context & Purpose of the Study In a post-COVID-19 era the use of technologies have emerged to maintain physical distancing and continuity in education providing remote access to a myriad of instructional possibilities to engage learners in a more active and richer learning experience. The applications of augmented reality (AR) and virtual reality (VR) technologies in education have increased as it they have opened new possibilities in the teaching and learning process for adults. However, there have been a few efforts to systematically review the relevant works of literature in AR/VR implementation for adult education. According to the analyses by Fajardo-Tovar (2020) of three literature reviews, and one meta-analysis which were based on extensive literature review performed on articles from 2000 to 2018 on the use of AR in education, from 209 articles analyzed, only seven of them were related to the field of adult education. In a post-Covid-19 era where social distancing would be part of a new normal, it is required to have more knowledge about the technology application that can support new adult education environments. To fill that gap in the literature, we located and analyzed published studies in four major databases related to the use of AR and VR technology in the adult education field. Therefore, the purpose of this study is to provide an overview of the augmented reality (AR) and virtual reality (VR) technologies and their practical applications to the field of adult education. The following research questions (RQ) are addressed: RQ1. Which are the AR/VR practical applications for adult educational purposes within the relevant studies? RQ2. What are the advantages of AR/VR in adult educational settings, indicated by the literature? Identifier An unambiguous reference to the resource within a given context Augmented Reality, Virtual Reality. Adult Education, Online Learning, Post-COVID-19 Era Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Conclusions. The use of AR and VR for educational purposes presents great potential, to supplement or replace traditional learning methods, and to develop novel learning experiences. In a post-COVID-19 era, these technologies comply with the social distancing requirements and provide many advantages for education purposes. Different authors have pointed on the added benefits of using these active learning technologies including the higher rate of engagement, retention and understanding of information and the increase in positive emotions (Allcoat & Mühlenen, 2018), the opportunity to understand abstract models by immersing users on virtual environments without the distractions presented in many other types of educational environments (Salzman et al., 1999), the immersive nature of these technologies that facilitates greater learner involvement, motivation, and absorption of information (Jihye et al., 2018), the opportunity to teach complex spatial concepts that pose challenges to get real-world first-hand experience (Shelton & Hedley, 2002), the ability to provide rich contextual learning and foster self-directed learning (Hamilton & Olenewa, 2010), the capacity to enhance collaboration practice by supporting remote and collocated activities (Azuma et al., 2001), the capacity to understand concepts that required spatial understanding and visualization (Hamilton et al., 2021), the ability to provide customized and private learning experiences increasing the opportunities for experiential learning and fostering social, body, and environment awareness and skills (Scavarelli, 2021), and the potential to increase motivation and collaboration among learners (Malliora, 2018). With the challenges that pose the after-pandemic landscape, the use of AR and VR technologies should be extended to create new learning environments to support adult education.