Dublin Core
Title
Virtual and Augmented Reality: Applications to the Field of Adult Education in a Post-Covid-19 Era
Subject
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?
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?
Description
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.
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
Luis Eduardo Orozco
Date
March 2021
Contributor
Dr. Giraldo-Garcia
Format
PowerPoint File
Language
English
Identifier
Augmented Reality, Virtual Reality. Adult Education, Online Learning, Post-COVID-19 Era
Coverage
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.
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.