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Digital Learning Environments—Constructing Augmented and Virtual Reality in Educational Applications

Kapil Mehta1* and Chamkaur Singh2

1Department of Computer Science & Engineering, Chandigarh Group of Colleges, Landran, Mohali, Punjab, India

2Department of Computer Applications, Chandigarh Group of Colleges, Landran, Mohali, Punjab, India

Abstract

The current pattern shifts in education, which require students to study real-life scenarios and solve realistic problems utilizing digital media, have created a major challenge. Digital learning environments have transformed the way educational instructions are invented. Such learning atmospheres have evolved to meet various presentation styles, sensory modalities, and reality, with augmented reality (AR) being among the newest innovations where all parts of three dimensions can be brought together. As emerging technologies have grown in popularity, words like virtual reality (VR), AR, and mixed reality (MR) have become commonplace. Virtual reality is a hands-on, integrated learning tool that has a unique role to play in addressing educational applications. The major objective of this work is to design AR-based learning, which is thought to be in the field of science and mathematics in the learning environment, and to provide theoretical foundations for comprehending the benefits and restrictions of AR-based learning environments (ARLE) experiences. The proposed study demonstrates how information from multiple disciplines can be combined with VR to improve remote learning in higher education. In the framework of future technologies, we also discuss internal and external learning environments. The virtual scenario is part of the internal learning environment, whereas the circumstance in the room around the player is part of the external learning environment—the authentic learning experience before, during, and after gameplay. To offer a theoretical basis for future educational backgrounds for VR and AR, we investigate features and communications crucial to learning use in educational applications, as well as many learning theories. Several VR/AR learning instances are investigated, as well as analyzed, and various promising areas for additional study are suggested, including a stronger emphasis on convenience, the interaction between real-world and imaginary environments, and recommendations for efficient learning system foundations.

Keywords: Augmented reality, virtual reality, mixed reality, education, augmented reality-based learning environment, higher education, remote learning

1.1 Introduction

In the era of technology and 4th industrial developments, educators think it is important to introduce new learning ideas and shift attitudes to spur creativity across the board. Promoting a curriculum that is driven by problem-solving, exploration, and experiential learning will change education from a normal teacher-centric classroom to a child-centered one. Numerous concepts have emerged in response to the rise of smartphones and other digital devices, together with the most recent advances. Virtual reality (VR), which enables users to incorporate themselves in an environment created by a computer, is one such idea. The definitions of VR, augmented reality (AR), and mixed reality (MR) have entered common discourse, thanks to the rising technology sector. In essence, VR submerges users in an entirely digitized environment, AR superimposes virtual objects in the fixed world, and MR combines virtual elements into the real world and frequently enables human interaction [1].

The COVID-19 pandemic has brought to light the necessity for distance learning to adapt so that it cannot only escape a crisis wave, but also maybe fit the new normal. Governments are becoming more aware of the possibility of cutting-edge technologies like VR and AR to discuss some of the drawbacks of correspondence courses over in-person instruction, including academic misconduct, a decline in socioeconomic aspects of learning, a lack of actual kinesthetic interactions, difficulties preserving students’ attention, and the practice of technological boundaries. The deployment of these sophisticated and expensive technologies must be decided upon, not based on technical hype, but rather on results that have been supported by science.

Education research has consistently concentrated on the precise actions a tutor should take to help pupils learn through performance, increase their focus and motivation in class, and develop the necessary skills for this modern period. Students can learn via hearing and seeing, picturing, imagining, acting out, or memorization, according to Felder [1]. In the same way that learning styles differ, so do teaching methods; some instructors emphasize application, some on idea demonstration, and others on understanding. But in a laboratory, learning is dependent on both the training style of the teacher and the student’s learning style. Education places a high value on learning experiences, which call for the mental imagery of ideas to better grasp parallels with less mental effort [2].

Rapid advancements in science and technology nowadays impact and alter people’s lifestyles. The educational process and educational surroundings cannot remain unaffected by this transformation, aside from people. Comparing technologies utilized in education settings from the past to the present—the journey from the use of a chalkboard to the computer to the Internet—a trend may be noted toward connected phones with artificial intelligence. Education services could not be excluded from the sector since computer and Internet technologies, particularly in recent years, have such a wide range of applications in our daily lives.

Since today’s students are classified as members of the Z generation or the digital generation, educators must keep up with technology advancements and employ the best available tools in learning environments. Education-related AR applications are one of these emerging technologies. There are several meanings of the term “AR” that scholars have established, according to an analysis of the literature. These definitions include the following:

The broadest definition of AR is that “it is a realistic setting where digital media items are employed instead of real-world things.” It asserts that AR is a descendant of VR. This concept describes AR as an imaginary world that supplements present reality rather than creating it from scratch. In this setting, users may interact harmoniously with both virtual and actual items in AR surroundings. The interacting space between the virtual and physical worlds is created by AR. This is accomplished via AR. When definitions in the literature are compared, it can be said that AR is the process of enhancing the actual environment with digital things.

Applications for AR are being developed quickly every day, and utilization areas across many industries are beginning to expand. Major businesses have begun to prioritize adopting AR to provide their customers with a more embodied and genuine experience. This technology merges the virtual and physical worlds and may be found in a variety of industries, including food, automobiles, cosmetics, and construction. Today, it is crucial for businesses to identify target consumers, follow their behavior, and use technology for sustainable marketing and brand recognition. The most significant factor is that both public and private sector businesses invest in improved technology in more effective ways to sell or promote their services or goods, and they require competent individuals and businesses in this area. Businesses having access to technology may make use of these services, thanks to AR applications.

Although there are various uses for AR apps, the sector of education is the most significant. Over time, educators have become more interested in the novel educational prospects provided by AR technology [3]. The following fresh possibilities and benefits, when assessed, can be achieved [4–6]:

1. To deliver additional flexible and exciting learning settings for students
2. To experience a level of ecstasy they have never experienced
3. To boost students’ eagerness also enthusiasm to learn
4. To encourage students to actively observe their learning processes and to generate hypotheses from these observations
5. To improve students’ academic achievement and assist them in developing social relationships inside the group, linking formal and informal education, and promoting group learning among pupils
6. The application of AR promotes a sense of liberty, autonomy, and privacy
7. To foster learning to open new educational options

Wearable technologies catch the eye when AR, which is widely used in the education sector, is evaluated. Smart sensors that can measure the movement of the body are abundant in wearables. Typically, these gadgets seamlessly sync with smartphones via Bluetooth, Wi-Fi, and mobile Internet connections. Sensors are used to link users to portable electronics. Regarding products the user always carries with them, wearable technology offers vital services in a variety of fields, particularly in entertainment, health, employment, information, education, sociability, and security.

1.1.1 Organization of the Chapter

This chapter is systematized in this manner: Section 1.1 introduces the concept of VR/AR applications in education. Section 1.2 characterizes the literature background involving materials and methods to...