Virtual Reality (VR) and Augmented Reality (AR) in learning experiences

By Jimena Taquire

Meeting mammals on a farm

Within the framework of the course Design of Learning Experiences in Virtual Environments in my 5th year of my B.Ed. program, my group and I designed a virtual reality environment through CoSpaces Edu. This experience corresponds to the area of ​​Science and Technology and is aimed at third-grade primary school students. The objective of this innovation proposal is for students to compare and describe the biological characteristics of mammalian animals that live on a farm. To do this, students will learn the biological characteristics of cows, horses, and sheep, as well as compare these characteristics, such as their type of reproduction, type of food, etc. You can learn more about this experience by clicking on the following link or scanning the QR code:

https://edu.cospaces.io/LPS-ZJU


My group and I designed an augmented reality environment through CoSpaces Edu. In this experience, students will learn about the biological characteristics of cows using the MERGE cube, which allows them to view 3D objects through the camera of their mobile device. To this end, 3D animations move on the mobile screen in the direction in which the user moves the cube.

Challenges and opportunities implementing Virtual Reality (VR) and Augmented Reality (AR) in learning experiences

This experience using CoSpaces made me identify and map out some challenges and opportunities associated with navigating technology-rich educational environments, particularly augmented reality (AR) and virtual reality (VR), which Pimentel et al. (2023) also addressed.

Challenges

Technological Limitations remained in Peru for educational purposes. Some existing mobile applications require high processing power and speed, which may not be available on all student devices whose families can't afford phones with these capabilities. Likewise, some Peruvian educational institutions also might have connectivity issues, affecting the implementation of these technologies.
Exploring augmented reality (AR) and virtual reality (VR) in educational environments may cause cognitive overload. Certain students may cognitively struggle when interacting with AR and VR objects, leading to confusion and a potential decrease in learning efficacy. We should also rethink how we can make these innovative environments inclusive for students with special needs.

Opportunities

Implementing augmented reality (AR) and virtual reality (VR) enhances engagement and motivation in the learning process. Students exposed to AR experiences tend to show enhanced motivation toward learning and the subjects being taught, thanks to interactive and multimedia-rich content. 
Moreover, AR and VR provide various ways to represent educational material, enriching traditional textbooks with audiovisual and multimedia resources. These technologies have demonstrated significant improvements in teaching methodologies and representing diverse learning experiences.
In summary, while challenges such as technological limitations and cognitive overload exist, the opportunities presented by enhanced engagement, diverse learning experiences, and innovative educational practices contribute significantly to the potential of tech-rich educational settings.
Personalized Learning and Ethical Considerations

The integration of AI in teaching practice brings several significant insights related to current concerns and hopes (Educ.ar S.E., 2024; García Cruz et al., 2023):

One of the most promising aspects of AI in education is its potential for personalized learning experiences. AI can analyze students' performance data to tailor lesson plans and assessments to meet individual strengths and weaknesses, potentially enhancing student engagement and academic outcomes. This customization addresses diverse learning styles and paces, which is an opportunity to meet individual student needs and a significant hope for improving student outcomes.
The implementation of AI raises ethical questions around data privacy, algorithmic biases, and the potential for inequalities to be perpetuated, including privacy, digital consumption, and bias, are increasingly important. As AI systems may reflect existing biases in their algorithms, ensuring that these tools are used fairly and responsibly is crucial. It’s also crucial to ensure that AI tools are used responsibly, respecting all students' diverse backgrounds. 
References
Educ.ar. (2024). Cómo incorporar IA generativa al aula. Una orientación en ChatGPT para docentes (1st ed.). Educ.ar portal. https://www.educ.ar/recursos/159123/como-incorporar-ia-generativa-al-aula
García Cruz, J. A., García Díaz, B. L., Guevara Valdiviezo, Y., Ortega Rojas, Y. K., Pernalete Lugo, J., Sakibaru Mauricio, L. A., & Vargas Cárdenas, C. A. (2023). Inteligencia artificial en la praxis docente: vínculo entre la tecnología y el proceso de aprendizaje. Mar Caribe de Josefrank Pernalete Lugo. https://doi.org/10.17613/vqt1-cp64
Pimentel Elbert, M. J., Zambrano Mendoza, B. M., Mazzini Aguirre, K. A., & Villamar Cárdenas, M. A. (2023). Realidad virtual, realidad aumentada y realidad extendida en la educación. RECIMUNDO, 7(2), 74–88. https://doi.org/10.26820/recimundo/7.(2).jun.2023.74-88


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