Technology has evolved so much in the past few years that computers and have tablets have virtually replaced the traditional teaching aids.
Take a look at how it has changed in the past few years:
Take a look at how it has changed in the past few years:
In our last series on AR-VR in Education, we touched on the basics of these technologies in education, how teachers’ roles can be shaped to make them better educators and how students can benefit from immersive technology.
Augmented and Virtual Reality are no longer in their stages of infancy. They are widely being used across multiple verticals.
A Lenovo research found that almost 50% of teachers estimate VR will be commonplace in schools in the next five years.
(Image Courtesy: thinkmobiles.com)
Studies suggest students can absorb a visual scene within 0.01 seconds! Moving towards a fully digital world, AR and VR act as the window to this visual sense. Students get a first experience and wholly understand a concept. This method of teaching promotes visual learning beyond just kinder-garden.
Immersive technologies are set to change to completely revamp future ways of learning and teaching by bringing the world inside the four-walls.
In the past few years, many new types of technologies have emerged to help us embrace new ways to learn, view content and interact with it. By consequences, existing technologies and techniques are getting reviewed for their efficiency, reliability and cost.
Some game changing innovations that can revolutionize learning and teaching are the three main immersive technologies: Augmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR).
When it comes to studies, VR and MR can make a difference in a student’s learning by providing it more engagement with the material, a more immersive interaction (and in turn, less distraction), advanced and more relevant testing as well as getting the students hands on simulations early on. Each aspect of those immersive technologies can add a major improvement on almost every milestone of a student’s journey.
Theory modules could be improved using VR by granting the student a broader look of its study material, as well as ways to interact with it. In the case of medical studies, students learning the details about bone and joint structure would gain the ability to view a given 3D object of an articulation, move around, twist and deconstruct the joint to have a better understanding of how it truly works. It would also make the understanding of specific diseases on certain body parts easier to visualize by animating the body part deterioration, which wouldn’t be as easily done with either objects or videos. The biggest challenge with theory modules is that students struggle a lot keeping themselves engaged with constant intensive learning, which is where immersive technologies and gamification can come in to help.
Practical modules could be improved with both VR and MR by letting the student manipulate objects either in virtual space using VR, either in real space while being given additional information using MR. For engineering students, a MR workflow would let the student interact with objects with either virtual labels tracking real objects being manipulated. Furthermore, extra tutorial information for an experiment, such as the current step, the rules, safety precautions, will be available. For some potentially risky practical experiments, VR could help out by providing the student a realistic environment without risks, allowing the student to learn by trying without the fear of failing.
Creative students could also benefit a lot from those technologies on both theory and practical sides. When it comes to creative fields, such as design and art, communication could be greatly improved by having hands on easy-to-use immersive devices. In design, prototyping is one of the most constraining bit because of the need to provide accurate information within a limited time. Certain fields of design, such as game design and 3D modeling/animation often requires the students to either go through a lot of writing or a lot of work to express a simple idea; while tools such as Tilt Brush (by Google) could provide a quick visual (perhaps animated) understanding of the idea.
Immersive technologies could help testing students’ knowledge more properly than paper tests or most assessing methods currently used. When applied properly, VR/MR can create an environment suited for series of testing specific to the material: In the field of medicine, it can simulate an accurate stressful situation where a patient is going through an emergency while its family is screaming in the corridor, an electric engineering student can experience diagnosing an electric installation on a rough and windy day, architecture students could experiment structure design against various natural catastrophes or crowd simulations, design students could spend less time accurately brainstorming a prototype before getting started with the production, etc.
Using the growing Immersive Technologies, there’s a possible improvement in every field of study, in various aspects, allowing students to have a more engaging, smoother and fun learning.
Digital transformation will impact job roles in future. Hence, it is important to shape the role of an educator. Market leaders predict that Augmented Reality and Virtual Reality (AR/VR) will change the basics of how teachers teach.
Immersive technology will enter e-learning and classroom learning in near future, making teachers mentors first, says Michio Kaku, Physicist and Author. A recent Technavio study predicts that online higher education market in the US is set to grow at a compound annual growth (CAGR) rate of 20% until 2021.
If teachers start using technology as a medium of instruction whilst teaching, it will enable students to learn the ropes of this at an early stage.
The Technavio report further says AR in education market will grow steadily at a CAGR of more than 82% by 2021. Educationists say, students are increasingly interested in learning things that are aided with an augmented overlay or e-vision. In such an environment, the students are completely engrossed in the space around them. These enhance students’ cognitive and interactive skills.
AR/VR’s immense potential in the field of Education is picking up with several colleges inculcating it in their activities. A snapshot of how technology has added value to what they do:
How does a player train at a centre on par to the field experience without having to visit one? That is where VR came-in handy for the students and faculty at the Iowa State University.
The University’s football coaches collaborated with the Virtual Reality Applications Center to recreate a live match effect just like at Jack Trice stadium to help players train.
The virtual action takes place in the C6, an immersive VR environment in the VRAC. The players wear a VR headset and practice in a live stadium setup with virtual opponents. This enabled students to place themselves in the centre of action.
We might just be few steps away from an actual teleporting facility. In the virtual world, one can place themselves on the other side of globe at the touch of a button.
People at SCAD have done just that, sending out Google Cardboards to 30,000 of their recruits last year, enabling them to view their campuses across the globe. The excitement of the students to view their home for next few years and the parental concern of where their ward will be resolved at the touch of a button.
Utilizing the other fruits of VR, the university took to AR to provide enhanced course catalog with AR videos and animations that aided course study for several students.
VR campus tours have become tech fad at most universities. Texas A&M University unveiled immersive 360-degree VR tours at SXSW in March, showing how VR aides as a recruitment tool. The VR tours also relieve the management and students of having to work a mutually agreed date and time of tour as it enables tours from anywhere, anytime the student wants. Furthermore, the virtual tours provide a much-detailed over view of all the aspects in a campus as opposed traditional walk-in basic over-view.
Embrace excellence in the field of Education, setup your own AR/VR facility at just one click.
Based on an article that was first published in Edtechmagazine.com
Written by: Navya
The cold yet damp air wrapped around him like a heavy coat of chain mail as he transcended down the ageing hallways. The paintings, lining the walls, alive, uttering unintelligible words. Yet amongst the sea of voices, two words became prominent, echoing throughout the empty castle: “Harry…Harry Potter”. The stone-cold walls – unscathed by the warmth radiating from the flaming torches, created an illusion of twilight despite the heat and brilliance of the Summer time.
Eagerly waiting on your 11th birthday for Hagrid to arrive with your Hogwarts acceptance letter was, I dare say, every child’s dream. At least it was mine for sure. Hogwarts School of Witchcraft and Wizardry – from the talking paintings to the Transfiguration classes, life was full of promise. This is an ideal that never failed to amaze us Potterheads. Yet, as we grew older, we accepted the fact that it was impossible.
Hogwarts was merely a phantom of our imaginations that we were forced to leave behind. However now, through the use of Augmented Reality (AR), the magic we believed was lost can be retrieved – and it’s much easier than you think.
From multi-touch to gaming technologies which are utilised in modern schooling, we are, undoubtedly harnessing the ‘Classroom of the Future’ for generations to come. An aspect which is vital in social and intellectual ferment within a school environment is the interaction and collaboration between peers and educators alike. Ultimately, collaborative AR allows for teamwork when comprehending the superimposed virtual data. This helps to promote a greater transfer of knowledge amongst students of all ages. For instance, undertaking difficult procedures or to tackle any problems is addressed through AR demonstrations in lecture or seminar halls. Alternatively, classrooms can establish an effective means of passing of knowledge amongst people.
Better yet, it caters to specific learning types of students. Students can physically see or hear the digital material, formulating a better understanding of the data. Moreover, it affords students the opportunity to instinctively manipulate and alter the ‘virtual information’. This ensures a stronger understanding of their subject content (as augmented technology can be repeated).
The very basis of AR is to integrate the concepts of a physical environment (such as a classroom) with various virtual setups to establish tangible interfaces. A medium to transfer information to students in an interactive manner. Talking paintings no longer seem like a distant cry, do they?
Okay, okay – so this may not be Hogwarts as we exactly remember it. However we must consider the limitless possibilities AR developed by Appearition has to offer. The world is forever changing, and it is time we stop falling behind the times. Hey, you never know – you just might find a little bit of magic along the way.
Interested in 360 VR (VideoSphere)? This series shares what I learnt producing one aboard an old Sailing Ship for the Melbourne Fringe Festival.
I was lucky enough to come across the opportunity at a VR (Virtual Reality) meetup to produce a VideoSphere short film, with the camera and expert guidance supplied. I have produced traditional video, and was already intrigued after seeing two staff from ABC TV talk about their experience at an earlier Mixed Reality meetup.
When Amy Nelson and Astrid Scott explained how they produced the ABC’s first 360 production, I was struck by how accessible they made it. They faced the challenge of placing their camera on a pole over an angry bull in the middle of a rodeo in outback Queensland. For other shots they had the camera operator hiding behind a barrel. Not because of the bull, but because hiding the crew behind the camera is not an option, when there is no “behind” the camera.
They were candid about accepting mistakes. They knew that many of the rules learned over the last century do not apply to this medium so new practices must be developed through experimentation.
So given this chance, my first thought was ‘brilliant!’ which is my reaction to anything related to Virtual and Augmented Reality. But I had no team, no 360 experience, and no time. So, it had everything going for it but common sense.
The festival required a proposal. Cultural Heritage (i.e. history) kinda rocks and everybody loves old fashioned sailing ships, whatever their opinion of Johnny Depp’s (over)acting in Pirates of the Caribbean. However, not everybody can spend time aboard one, let alone to climb out onto a yard-arm high above the deck. I have been a volunteer aboard the Enterprize, an educational tourism ship, for the last few years, and this was a way to share the experience.
The first step was to create a storyboard (a sequence of shots, like panels in a comic book) and get the festival and the ship’s management on board.
The next step was to put together a team. For the cinematography I called on Andrew Gotts, an old friend who has worked in video production. He enjoys experimental technology, and has a good head for heights. He suggested an editor, Nadia Nusatea, so that made three. We still required an audio specialist so I approached Darius Kedros who runs a VR Audio special interest group.
There were a few short weeks to learn the technology, shoot and edit. But we now had a plan, a team, and something to film.
Then, bad news. The practice camera provided was incompatible with Andrew’s hardware, and we could not borrow the production camera until less than a day before the shoot. Our choices were to quit, or go in blind.
Worse news. Darius would be overseas for an extended period. Understandably he did not want to risk his very expensive audio capture equipment with somebody else; particularly when it would be suspended over salt water.
In next week’s edition: All At Sea But Problem Solving: We improvise to solve our production problems and capture our footage, but even editing 360 creates its own obstacles
Many of these are Melbourne (Australia) based, but you can find similar resources wherever you are.
Augmented reality is here to stay and there are endless ways of incorporating AR into daily life.
Over 20 years ago we would watch films like Robocop featuring futuristic head mounted display units, projecting superimposed graphics and text and think it was amazing. But interactivity isn’t just for Hollywood now. These days, real-world AR technology has that level of sophistication.
AR apps can mix graphic elements (3D, Video, text, etc.) with live video footage to create a unique user experience. And with the advancement of products like Google Glass, the digital visor is now almost a reality!
Now personal computing has become more efficient and even more accessible with the invention of products like smartphones and tablet computers, the iPad in particular is proving to be useful in many ways. The intuitive interface of the iPad has made them easy for children to use, so it should be no surprise that teachers have now embraced the use of iPads in education.
The iPad in the classroom brings education to life. Children have endless access to valuable information such as the dictionary, thesaurus, and textbooks which previously were only available in print. Not only does the digital format mean that material is now constantly up to date, easily carried around and accessed, but the interactive technology makes learning more engaging and memorable. Great news for teachers everywhere! Tools such as audio and video recorders can change the way that learning takes place and homework is completed.
There are a few examples of apps which have been developed for educational technology including:
Fetch! Lunch Rush! This app is a great use of augmented reality to make mathematics fun for young students. This free iPhone/iPad app was developed with the purpose of getting kids moving about a room in search of numbers. Students read the arithmetic problem on the app then search out the correct answer. When they think they have found the right number they scan it with their iPhones or iPads to find out if they are correct or not.
Star & Planet Finder The free version of this app enables you to locate the planets and stars in the night sky through your iPhone or iPad. To use the app, choose the planet or constellation you want to find from the list provided. Star & Planet Finder will then give you the directions to move your iPhone or iPad until you can see the planet that you’re looking for through the camera display. With the paid version of the app you can add lists of constellations, lists of satellites, and lists of brightest stars to the app.
Though the digital world might be crucial for future generations as they grow up, they should never forget that the importance of the real world. Maintaining a balance between both would be a wise message to teach for our kids, which luckily is easier than ever with augmented reality.
If you’re looking to develop an educational app contact Appearition to talk about an augmented reality solution.